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The Anecdotes de notre temps depuis 1715 à 1736 is a set of 52 manuscript volumes acquired by the Royal Library in 1789 during the sale after the death of the Duke of Richelieu. Archivists itemized the majority of the volumes in the early 19th century and the documents in these volumes got dispersed in different thematic collections of the National Library of France. They generally combined a text and an image and referred to as anecdotes. Fortunately, a particular stamp assures their traceability and permits to identify them in the National Library. In this manner, an anonymous volume preserves around forty anecdotes containing 67 drawings and engravings of fauna and flora concerning the French colonial empire. A reconstruction was made through an intra-inter-trans structuralist approach to reconstruct first the micro-stories behind each anecdote in order to infirm the date of most of the iconographic documents. This approach also made it possible to determine the nature of the collection in the 19th century but also to identify invariabilities leading to the involvement of Antoine-Denis Raudot, class-intendant and secretary of the French Navy. It is believed that this corpus represents in fact the “pre-anecdotes” until Raudot's death in 1737, from which the Count of Maurepas must have drawn in order to partially compile the 52 volumes of Anecdotes de notre temps during his exile (1749-1774). This result and the fact that Raudot's went to New France (1705-1710) as a second clerk now permitted to identify a second set of eight Canadian anecdotes and to be presented here. The transfer of Raudot's “pre-anecdotes” corpus to Maurepas is explained partially by various events that occurred in 1737, the year when Raudot died (heritage, appropriation, saving).

Keywords: Secrétariat de la Marine, Jardin du Roi, Académie des Sciences, Compagnie des Indes, Cabinet de Curiosités, Circulation des savoirs, Cultures coloniales, Colonies françaises, Iconographie, Premières Nations, Comte de Maurepas, Antoine-Denis Raudot, Duc de Richelieu, Le Masson du Parc, Pierre Le Chevalier, Jussieu, XVIII siècle

Students’ relationship with space can be developed through a variety of learning activities. Among these activities, the SmartCityMaker project engages students in the process of co-creating their school district through the creation of a model combining analog and digital techniques. This study invites elementary school students to explore different facets of their local area and then mobilize their spatial skills in a practical way through the construction of a model. The study seeks to understand how the SmartCityMaker project enhances students’ relationship with their school territory, while enriching their spatial thinking. We analyze the learning process experienced by 11-year-old students from a French elementary school participating in the SmartCityMaker project. This study presents the learning process experienced by the students and the aspects that enable us to observe their relationship with space, as well as the manifestation of their spatial thinking.

Keywords: co-creation, cocréation, model, maquette, SmartCityMaker, pensée spatiale, spacial thinking, SmartCityMaker, territory, territoire

Proximity economics is generally dominated by two major schools of thought: the French school and the Dutch school. On the one hand there is an interactionist approach that includes two types of proximities (geographic and organized) and an institutionalist approach that promotes the existence of three types of proximities (geographic, organizational and institutional). On the other hand, five dimensions of proximity can be noted: geographic, organizational, institutional, social and cognitive. Outside of these basis premises, other forms of proximity lie within technological, functional or socio-economic contexts, thus making the concept of proximity hyper flexible. This seems to be a sign of weakness for the said theory and really puts a damper on its progression. The aim of this paper is to make a critical analysis of the nomenclature for the approaches to proximity economics. Our research contributes to a review of the literature on the subject but also suggests overcoming the hindering limitations of the theory by bringing new insights to the proximity economics field of research.

Keywords: Geographical proximity, Proximité géographique, organized proximity, proximité organisée, organizational proximity, proximité organisationnelle, proximité institutionnelle, institutional proximity, limitations, limites

This article aims to examine a recurring phenomenon within classic Hollywood productions, specifically between 1944 and 1948. During this period, several films use the motif of the painted portrait as a crucial narrative element. The portrait functions as an aesthetically significant object, serving as the epicenter and condition for the characters' return to themselves and the possibility of a second chance. Interwoven narratives, actors and actresses who switch from one film to another, emerge as symptoms towards which the painted portrait converges. This recurring constellation within a particular corpus suggests that the portrait possesses pictorial properties that transfigure the cinematic medium, drawing attention to an alternative way of being in the world—a second presence. The article thus explores the conditions of this transfiguration, the ways of its appearances, and its impact on the medium and the narratives it inhabits.

Keywords: portrait, portrait, Hollywood, Hollywood, 1944-1948, 1944-1948, painting, peinture, Golden Age, Golden Age, constellation, constellation

This article examines the effectiveness of accountability systems as educational policy tools for improving equity in education systems. Based on a secondary analysis of the PISA 2012 data, this study highlights distinct instrumental components of accountability systems as favoured in education systems in Europe and Canada, which have been little studied by international quantitative studies to date. By discussing their statistical associations with several figures of inequality (inequality in outcomes, inequality of basic skills, inequality of educational achievement opportunities), this study leads to mixed findings regarding the capacity of accountability systems, and the preferred tools on which they rely, to improve equity in education systems in Europe and Canada.

Keywords: Accountability, Accountability, Équité, Equity, Europe, Europe, Canada, Canada, Pisa 2012, Pisa 2012