Documents found
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10101.More information
The rule of exhaustion of local remedies is a customary rule of international procedural law that is found particularly in the field of diplomatic protection, international arbitration and international human rights litigation. The African Court on Human and Peoples' Rights, which is the youngest international court for the protection of human rights, has developed substantial jurisprudence regarding its interpretation of exhaustion of domestic remedies. This paper seeks to analyse the African Court's approach in order to see to what extent it departs from traditional approaches and whether it is quick to promote individual access to the African international courtroom.
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10104.More information
The rise in popularity of the maker movement in schools is evident around the globe, yet research, particularly in French, is still in early stages. This article provides a scoping review of maker projects in grades four through eight classrooms in elementary schools from around the globe, aiming to uncover their implementation, materials used, and outcomes on students and teachers. From 1900 initial studies, 68 scientific articles were analyzed. This article outlines the three stages of maker projects: 1) inspiration and preparation, 2) implementation and realization, and 3) presentation and recontextualization, while highlighting an equal mix of digital and physical tools within the selected papers. It also discusses the impact on students across affective, social, disciplinary, and metacognitive dimensions, as well as on teachers, including pedagogical, affective, and social outcomes. Examples of disciplinary, interdisciplinary, and transdisciplinary maker projects are highlighted, showcasing the broad scope and potential of maker education. These findings are essential for strengthening teacher education with research-informed best practices for designing and integrating maker projects in classrooms.
Keywords: digital technologies, bricoleur, maker, formation enseignante, maker, maker education, revue de la portée, scoping review, teacher education, technologies éducatives
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10105.More information
Since the advent of communicative approaches, language didactics have replaced the goal of “mastering discourse” with that of “mastering language”. The evolution of language teaching implies a revision of the reference linguistic theories to be used in didactics. The reference to discourse linguistics, the benchmark discipline of communicative approaches, oscillates between predominantly applicationist exploitations, making this linguistics an explicit object of learning, and others with a praxeological aim, calling upon it as a means at the service of curricular engineering. These two types of reference will be the subject of our reflection through the analysis of two corpus models: the first corresponds to Tunisian school textbooks illustrating the first form of exploitation, the second to documents published by the Council of Europe, reflecting the contribution of discourse linguistics to language training engineering.
Keywords: discourse linguistics, linguistique du discours, compétence, competence, didactisation, didactization, applicationnisme, applicationism, CECR, CEFR
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10106.More information
This article presents the results of an exploratory study conducted in an intensive English program in Québec. A French classroom teacher and an English as a second language teacher simultaneously cotaught two units on writing genres (recommendations and opinion letters) to grade-6 students. Using data from a series of individual semi-structured interviews conducted after each unit, we focus on the teachers’ points of view regarding the parameters of each integrated unit, the students’ experiences throughout the linguistic integration as well as the coteaching of languages in an integrated way.
Keywords: didactique intégrée des langues, integrated language teaching, anglais intensif, intensive English, co-teaching, coenseignement, writing, écriture, textual genres, genres textuels
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10107.More information
Participation-based arguments in support of courts adopting a large and liberal attitude on intervention were persuasive at the outset of the Charter era. Due to the newness of the document at the time, a compelling case could be made that public participation in Charter challenges was a vital component of developing that document in a way that aligned with the core democratic commitments of the Canadian state. But the persuasiveness of such arguments has waned over time. If one accepts a common law approach to constitutional interpretation – where judicial activism is held in check by way of established precedent – arguments based on the participatory rights belonging to those potentially impacted by court decisions appear to be past their due date. This does not mean, however, that courts no longer have any democratic responsibilities concerning the practice of intervention. The positive contribution this article makes is to establish two alternative bases that can account for that responsibility — one inspired by the role intervention plays in encouraging public deliberation; and a second on the increased confidence the practice instills in judicial decision-making. In both cases, the ground of the responsibility is rather weak and can thus be easily defeated. Nevertheless, that courts have this responsibility at all offers a better explanation for why, even in times when an intervening party might not satisfy the strict criteria pertaining to the practice, there is reason to allow that intervention to proceed.
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10108.More information
Applications of artificial intelligence (AI) are likely to transform the work of professionals (i.e. caregivers, lawyers, teachers, social workers). This scoping review is part of a collaboration between union and research circles to identify the applications, uses and issues of AI that are documented in connection with the work of professionals. The results show that AI is very present in fields such as health, administration, law and education. Its purposes are multiple: from data archiving to decision-making, including word processing, interactions, recognition or simulation. AI could develop in many professions and create major cross-disciplinary issues, in particular around areas of competency, jobs, ethics and the functioning of organizations. Issues more specific to each profession are also identifiable. These results enable to propose a multidisciplinary discussion of these issues by dealing with ethics in the problems of consent to AI, the technological duality of AI, the role of a union in relation to AI and the computational challenge of AI explainability.
Keywords: Applications IA, éthique, ressources humaines, syndicat, informatique, étude de portée
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10109.More information
Liberal political thought affirms the moral equality of all persons. The Lockean tradition within liberalism captures this equality by endowing people with equal natural rights. However, a powerful line of criticism holds that the theory fails to live up to its egalitarian billing by treating men and women differently. This article offers a rational reconstruction of the Lockean position on gender equality, and the rights of women in particular. We propose a novel interpretative method which puts Locke into conversation with a contemporary female author, Rachel Speght. In Speght, we find an interesting argument supporting an egalitarian Lockean view, grounded in familiar Lockean assumptions, using familiar Lockean arguments. Voices like Speght have long been unjustly neglected in the liberal tradition. By constructing this imagined conversation, we offer a stronger foundation for Lockean liberalism, and begin to incorporate excluded voices in the formulation of that tradition.
Keywords: Locke, gender, equality, freedom, Speght, subjection
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10110.More information
Various digital integration models make it possible to consider the integration of digital tools in education from the perspective of improving teaching and learning practices (Fiévez, 2017). However, only two models focus on both the innovative nature of digital tools use and the improvement of student learning in an integrated way: the SAMR (Puentedura, 2010) and ASPID (Karsenti & Bugmann, 2018) models. As these models have certain shortcomings, particularly of a methodological nature, we decided to propose a new one that would make it possible to understand the relationship between the transformation of teaching practices through the integration of digital technology and the improvement in learners' learning. Based on this model, 56 practice analyses were carried out. Preliminary interviews with the teachers, recordings of the sequence and debriefing interviews were used to gather the data required for these analyses. This article presents the methodology used to develop the model, the model itself and the results of the practice analyses carried out to verify its usability.
Keywords: Intégration du numérique, digital integration, integración de lo digital, integração digital, educación, education, educação, éducation, modelo, modelo, model, modèle, valor añadido, valor acrescentado, added value, plus-value