Suchergebnisse

Introduced by the British colonization and today the official language of the Indian Nation in association with Hindi, English is spoken as a second language by a minority of the educated population of 8 to 11% according to current estimations. A chance for India to converse with the world cultures, in compensation for centuries of domination, or conversely an inherited alienating burden still preventing this conversation from being on equal terms? The paper will dwell on such issues, after a factual evaluation of the role of English in the Indian pluralism, and a study of the consequences of its historical infiltration in the whole system of the State. ; Introduit par la colonisation britannique et aujourd'hui langue officielle de l'Union Indienne avec le hindi, l'anglais est parlé comme langue seconde par une minorité de la population éduiquée qui ne dépasse pas 10%. Est-ce une chance pour l'Inde d'entrer en dialogue avec les cultures du monde, en compensation des siècles de dominations subis, ou au contraire une aliénation héritée représentant un poids supllémentaire qui empêche encore un dialogue en termes d'égalité? L'étude analyse les réponses possibles à de telles questions, après une évaluation factuelle du rôle de l'anglais dans le pluralisme indien, et l'examen des conséquences historiques de la pénétration de l'anglais -- langue et modes de pensée -- au coeur du système administratif et politique de l'Etat.

International audience ; Le collège vit depuis quelques années une profonde mutation, notamment avec l'application du socle commun et la mise en place du livret personnel de compétences. L'enquête Pisa 2009 (Programme international pour le suivi des acquis des élèves), menée auprès des pays de l'OCDE et publiée le 7 décembre 2010, n'atteste pas - pas encore selon le ministre - les effets bénéfiques escomptés de ce nouvel environnement, dans le domaine de la langue, des mathématiques et des sciences. Ainsi la France occupe-t-elle une place moyenne au sein des pays de l'OCDE dans ces trois domaines, De plus les écarts se creusent entre les très bons élèves et les plus en difficulté, particulièrement dans la compréhension de l'écrit, où, depuis l'enquête de 2000, la progression des plus faibles est de 5 %. Socle et livret peinent à se mettre en place, l'approche par compétences pénètre lentement et de façon très inégale le collège. Parallèlement le cadre réglementaire des Segpa a significativement évolué, confortant leur place dans les enseignements du second degré et les engageant plus encore dans l'environnement ordinaire du collège. La Segpa apparaît ainsi, à bien des égards, comme un possible laboratoire, où s'expérimente la capacité du système éducatif à lutter contre les exclusions, à les prévenir, à éviter la fracture sociale, tout en renforçant le lien entre les individus par le partage d'une culture commune. C'est pourquoi le dossier de ce numéro 52 de La nouvelle revue de l'adaptation et de la scolarisation se propose d'élucider les enjeux inhérents à l'idée d'enseignement adapté, à travers différents articles issus du champ de la pédagogie et de la didactique, mais aussi à travers des analyses de responsables éducatifs sur la mise en place des politiques publiques et sur les expérimentations conduites sur le terrain.

Tax evasion phenomenon, having negative impact on many levels, must be constantly pursued in order to minimize tax circumvention and control section in the issue of tax fraud. From international theory and experience it is known that normal functioning of market economy is conditioned by promotion of certain efficient policies and adequate legislation implementation. So, as Republic of Moldova is no exception among countries where tax evasion is, the study of this subject is up-to-date and it is required for presenting these problems at national and international levels.

Este trabajo consiste en una reflexión en torno a la represión cultural desplegada por la última dictadura cívico-militar argentina. El caso del profesor de Letras Luis Oscar Pato Lacoste, secuestrado y desaparecido en octubre de 1976, sirve de ejemplo para abordar la profundidad de la represión dictatorial en el plano cultural como un plan sistemático para la reestructuración y disciplinamiento social como fin último. La recuperación de este caso para la comunidad de Lobos viene de la mano de jóvenes estudiantes y es desde este lugar donde se va a abordar la construcción de la historia reciente y la memoria histórica local. La desaparición de Pato es entendida en un doble plano: la física- corporal y la cultural- representacional. Se cree asimismo importante la construcción y el aporte juvenil a la memoria de la comunidad de un proceso traumático aún no cerrado hoy en tanto impune, derribando el 'acá no ha pasado nada' ó el 'de eso no se habla'. ; This work is a reflection about the cultural repression developed for the last dictactorship in Argentina. The case of the professor of Literature Luis Oscar Pato Lacoste, kidnapped and missing in october of 1976, is an example to approach the depth of the cultural repression as a systematic plan for restructuring and social discipline as a last end. The recuperation of this case for the community of Lobos comes from the hand of young students and is from this place where it will approach the construction or the recent history and the local historical memory. The disappearance of Pato is understood in a double way: the physical and the cultural. It's believed also important the construction and the young contribute to the community's memory of a traumatic process not yet closed today as long as unpunished, knocking down the expression 'nothing have passed here' or 'that is what we don't speak of'. ; Facultad de Humanidades y Ciencias de la Educación

Introduced by the British colonization and today the official language of the Indian Nation in association with Hindi, English is spoken as a second language by a minority of the educated population of 8 to 11% according to current estimations. A chance for India to converse with the world cultures, in compensation for centuries of domination, or conversely an inherited alienating burden still preventing this conversation from being on equal terms? The paper will dwell on such issues, after a factual evaluation of the role of English in the Indian pluralism, and a study of the consequences of its historical infiltration in the whole system of the State. ; Introduit par la colonisation britannique et aujourd'hui langue officielle de l'Union Indienne avec le hindi, l'anglais est parlé comme langue seconde par une minorité de la population éduiquée qui ne dépasse pas 10%. Est-ce une chance pour l'Inde d'entrer en dialogue avec les cultures du monde, en compensation des siècles de dominations subis, ou au contraire une aliénation héritée représentant un poids supllémentaire qui empêche encore un dialogue en termes d'égalité? L'étude analyse les réponses possibles à de telles questions, après une évaluation factuelle du rôle de l'anglais dans le pluralisme indien, et l'examen des conséquences historiques de la pénétration de l'anglais -- langue et modes de pensée -- au coeur du système administratif et politique de l'Etat.

Orin Martin manages the Alan Chadwick Garden at UC Santa Cruz, where he is widely admired for his skills as a master orchardist, horticulturalist, and teacher. Martin grew up an athletic and outdoors-oriented child in Massachusetts, Florida, New York State, and Ohio—without any interest in gardening, which struck him as "an onerous chore, and kind of sissy stuff, actually." While he was in Washington, D.C. in the late 1960s, as a student at American University, he "got politicized" by current events: some 100,000 citizens marched on the Pentagon to protest the Vietnam war; Martin Luther King, Jr. and Robert F. Kennedy were assassinated. In 1969, exhausted and alienated after a lonely struggle to avoid the military draft, Martin followed some friends to Santa Cruz, where he heard about "this place called 'The Garden'"—the one being cultivated by Alan Chadwick and his protégés on the UCSC campus. "I wandered up there one morning," said Martin in this interview, "and I was just bowled over, and fell in love with it, and felt, I have to do this." Martin had no training as a gardener. His unfinished undergraduate studies were in English; his interests leaned toward writing and literature. Suddenly infatuated with the Chadwick garden nonetheless, he attended public lectures given by Alan Chadwick on the campus and in town. In 1972, shortly after Chadwick had left Santa Cruz and the UCSC Farm had been launched, Martin began volunteering several days a week at the Farm and Garden. When the apprenticeship program there became formalized under Chadwick successor Stephen Kaffka, Martin applied; after completing the apprenticeship in 1975, he received a grant to start a community gardening program in various locations around Santa Cruz County. In 1977, UCSC hired Martin and a colleague named "Big" Jim Nelson (not to be confused with the Jim Nelson interviewed in this series) to oversee the Farm and Garden. More than thirty years later, countless productive garden beds, fruit trees, and former apprentices bear vital testimony to the effectiveness of Martin's ministrations. In this interview—conducted on July 11th and August 29th, 2008, at UCSC's Science and Engineering Library—Orin Martin spoke with Sarah Rabkin about his work with the Farm and Garden and the Center for Agroecology and Sustainable Food Systems, his cultivation of an organic rose collection and orchards of citrus and deciduous fruit tree varieties especially suited to the local climate, and his mentorship of Farm and Garden apprentices.

In general, our society has no real views on or has an inappropriate idea about what engineering means. Everything related to pollution, bad usage of natural resources and human endeavours is connected to engineering. Modern society accepts the positive achievements that engineering has given us, but some people continue to hold a "negative opinion" related to technology. It is important to show and to explain to the general public that engineering generates many benefits to society. Communication is essential in our society. The Spanish programme "Ciencia en Acción" offers the possibility to link up with a general audience which has a positive approach to science, technology and engineering. This project began ten years ago from a group of scientist and engineers working in CERN, ESA and ESO who promoted a first meeting in Geneva, at CERN headquarters in order to give a message to European society by means of teachers and students. The main objectives of "Ciencia en Acción" are: • Finding new ideas to make science and technology attractive to the population • Pointing out the international character of science and technology • Promoting the interest in science for educators and students • Involving research in scientific and technologic communication activities • Showing the importance of science for progress and welfare in general. Our society continually needs more engineers and more from the engineers. If we want to change mind sets, we need to explain the applications and help the use of engineering to increase the quality of life of everybody in a sustainable manner. If we want to communicate successfully the advantages of engineering we must get close up to our audience. What are the facts that people remember best? Without doubt, the answer is "the facts involving positive emotions". If we feel a passion related to some aspects of technology, we will remember it and we will add a positive connotation to engineering. This relationship will stay with the person for some time and it will be a cord that will not be broken easily. It is good that the experiences, and in special the first experiences with engineering, are exciting. If a child had a good feeling in the school when "making a device" with other children, he/she will continue with this positive feeling in the future. We must get the students to feel emotive in building simple devices or in solving some problems in the technological framework! School classes should offer some examples of this kind of experiences. We should use all the above mentioned strategies such as causing surprise, enthusiasm, encouraging the participation of everybody and to feel technology much more approach. These strategies can be presented in the "Ciencia en Acción" programme in order to show them to all the educational, scientific and technological communities. "Ciencia en Acción" programme is open to all the Spanish and Portuguese speaking countries and all the participants can present their contributions in any of the official languages in Spain and Portugal. The CSIC (Spanish National Research Council), INTA (National Institute for Aerospace Technology), the RSEF (Spanish Royal Physical Society), the SGE (Spanish Geologist Society) and the UNED (Spanish Open University) have annually organised "Ciencia en Acción" in order to increase the quality of science and technology communication and to promote innovation within science teaching. In the last edition of "Ciencia en Acción", the Portuguese program "CienciaViva" (Portuguese Science Programme) has been integrated in the organisers group. This program moves Science and Engineering to the street by involving general audiences in both these areas. "Ciencia en Acción" increases in importance every year. The final event of the last edition grouped together about 15,000 people in two days. "Ciencia en Acción" is integrated in the international program "Science on Stage" organised by the EIROforum (the CERN (European Organisation for Nuclear Research), the EFDA (European Fusion Development Agreement), the EMBL (European Molecular Biology Laboratory), the ESA (European Space Agency), the ESO (European Organisation for Astronomical Research in the Southern Hemisphere), the ESRF (European Synchrotron Radiation Facility) and the ILL (Institute Laue-Langevin) with the financial support of the European Union. In the most recent editions of "Ciencia en Acción", a specific category has been promoted in order to bring the general public closer to "Science, Engineering and Values". Several proposals were presented within this new category: from university departments, from engineering teams, and from NGOs coming from Spanish and Portuguese speaking countries. This modality is sponsored by a chair linked to the Technical University of Catalonia and the leading electric company ENDESA showing that people involved in the management of public and private entities can reach agreement about the importance of the previously mentioned topics. ; Peer Reviewed

This paper presents the results of a randomized experiment analyzing the use of vouchers for adult training. In 2006, 2,400 people were issued with a training voucher which they were entitled to use in payment for a training course of their choice. User behavior was compared with a control group of 14,000 people. People in the treatment and in the control group were not aware at any time that they were part of an experiment. The experiment shows that the voucher had a significant causal impact on participation in training modules. Nevertheless, the increase was partially offset by a deadweight loss in excess of fifty percent.

The ongoing transition from industrial to network society challenges educational practices and the process is characterised by opposing forces. At the political level, New Public Management initiatives oppose the general consensus that it is necessary to consolidate network society competencies. At the level of everyday educational practice we see a mounting tension between the quality of educational outcomes, in terms of genuine learning, and students' strategies for dealing with an increasing pressure of efficiency and time. This article presents a design for teaching and learning experiment that aims to navigate these turbulent waters, scaffold genuine learning, satisfy learning objectives and ease the strain on students. Due to the experiences and knowledge derived from the experiment, the paper argues that the model behind the experiment demonstrates qualities that may be developed and refined and contribute to the educational system's adjustment to the network society.