Suchergebnisse

The aim of this study is to show the institutional construction, the continuities and the discontinuities, of legal learning centers and schools in two territories, Italy and France, linked by a common legal past in Europe, in the long period (from the 5th to the early 16th century). It is a survey of legal education centers organized around two principal axes : the institutional (the legal construction of an authorized place for legal learning named – schola, studium, studium generale, universitas), and the didactic one (all intellectual and material forces mobilized in legal education). As a starting point of legal education, Justinian's constitutio "Omnem" linked with a small group of ecclesiastical rules on education became a guide-line for the institutionalization of professional jurists' law schools during and after the "juristic revival" (12th century). Launching a specific dynamic into medieval legal system, the institutionalization of law schools (of ius canonicum and/or ius civile) is a complex phenomenon that needs formal settings. The higher authorities of the Middle Age provide them, indirectly promoting the autonomy of legal learning. First marked by pluralism (at the beginning there are different law schools weakly regulated), legal education (specifically the creation and circulation of the legal schools' model) is progressively controlled through the definition of an "authorized place" where legal learning is valid providing legal titles and degrees. Legal education is concentrated in studia which have received particular privileges and where "annual cycles of teaching" are constantly assured by a variable number of law teachers. The political, material and financial support of higher authorities (especially of the Church) with the contribution of the City for law schools is a major factor of legal centers' success. ; L'histoire des lieux de l'enseignement du droit s'intéresse à la présence des centres de transmission et de diffusion d'un savoir ou savoir-faire juridique à l'intérieur d'un ...

The aim of this study is to show the institutional construction, the continuities and the discontinuities, of legal learning centers and schools in two territories, Italy and France, linked by a common legal past in Europe, in the long period (from the 5th to the early 16th century). It is a survey of legal education centers organized around two principal axes : the institutional (the legal construction of an authorized place for legal learning named – schola, studium, studium generale, universitas), and the didactic one (all intellectual and material forces mobilized in legal education). As a starting point of legal education, Justinian's constitutio "Omnem" linked with a small group of ecclesiastical rules on education became a guide-line for the institutionalization of professional jurists' law schools during and after the "juristic revival" (12th century). Launching a specific dynamic into medieval legal system, the institutionalization of law schools (of ius canonicum and/or ius civile) is a complex phenomenon that needs formal settings. The higher authorities of the Middle Age provide them, indirectly promoting the autonomy of legal learning. First marked by pluralism (at the beginning there are different law schools weakly regulated), legal education (specifically the creation and circulation of the legal schools' model) is progressively controlled through the definition of an "authorized place" where legal learning is valid providing legal titles and degrees. Legal education is concentrated in studia which have received particular privileges and where "annual cycles of teaching" are constantly assured by a variable number of law teachers. The political, material and financial support of higher authorities (especially of the Church) with the contribution of the City for law schools is a major factor of legal centers' success. ; L'histoire des lieux de l'enseignement du droit s'intéresse à la présence des centres de transmission et de diffusion d'un savoir ou savoir-faire juridique à l'intérieur d'un ...

Introduction: School canteens are associated with a greater probability of consuming industrialized/ultra-processed foods by schoolchildren. Objective: To analyze the profile, health risk and adequacy of the Healthy School Canteens Law in Rio Grande do Sul. Methods: This is a cross-sectional study carried out at public and private school canteens. School characterization and the functioning profile of school canteens were assessed through a questionnaire applied to school canteen owners and school principals. To assess health risk, a checklist of Ordinance 817 of May 2013 was applied, consisting of 51 items, allocated in nine categories. To assess Law 15,216 of June 2018, a checklist was prepared based on the eight guiding articles of the Healthy School Canteens Law. Results: Of the 337 schools assessed for eligibility, only 27 (8.0%) reported the presence of a school canteen. Of these, 63.0% belonged to public institutions; 70.4% provided school meals and had an outsourced system; and only 7.4% had nutritionists in the canteens. Regarding compliance with Law 15,216 of July 30, 2018, in Rio Grande do Sul, there was a high percentage of non-conformities, with a low supply of natural foods and a high supply of ultra-processed foods, in addition to the low percentage of employees trained in good handling practices. As for health risk, 92.6% of the canteens did not have minimum requirements for operation. Conclusion: The expressive majority of the assessed canteens present high inadequacy of commercialized food and unsatisfactory health risk. ; Introdução: As cantinas escolares estão sendo associadas a uma maior probabilidade de consumir alimentos industrializados/ultraprocessados pelos escolares. Objetivo: Analisar o perfil, o risco sanitário e a adequação a legislação de Cantinas Saudáveis do Rio Grande do Sul. Métodos: Trata-se de um estudo transversal realizado em cantinas de escolas da rede pública e privada. A caracterização da escola e o perfil de funcionamento das cantinas escolares foram avaliados através ...

The school was one of the first institutions calling on psychologists from the beginning of the 20th century. This need for psychologists at school was somehow one of the consequences of Jules Ferry's law on compulsory schooling (1886). As a result of this law, many children from all social classes in our society found themselves in school facing a unique school system with the democratic spirit of the Third Republic. The humanitarian objective beyond. ; L'école fut l'une des premières institutions qui fit appel aux psychologues dès le début du xxe siècle. Ce besoin de psychologues dans l'école fut en quelque sorte l'une des conséquences de la loi de Jules Ferry sur l'obligation scolaire (1886). En effet avec cette loi, de nombreux enfants venus de toutes les classes sociales de notre société se retrouvèrent à l'école confrontés à un système scolaire unique empreint de l'esprit démocratique de la IIIe République. L'objectif humanitaire au-delà d …

The Third Republic marks a turning point in the reorganization of law schools in France. The institutional field is revealing of the upheavals in legal education under the new regime, when it was previously imprisoned in the Napoleonic cadres of the early nineteenth century. This is how we are witnessing the creation, admittedly contained, but significant and unprecedented, of new public legal education establishments, such as in Bordeaux and Lyon. In addition, this province, acclimatized to the shadow of its big Parisian sister, then began to venture into full light, thus spurring a clear change in the university landscape. But more significant still is a cascade of reforms which relate to the degrees - license and doctorate - or the transformation of the programs, as evidenced by the irruption in the faculties of public law as well as political economy, and the many hesitations compared to young sociology. Law schools also face the challenge of ending the public monopoly on legal education with the creation of free schools. This breach, wanted by Catholics but also by Protestants in search of a seat in an increasingly anticlerical society, shattered the monolith where the state retained a quasi-monopoly to teach its law. These institutional changes are also continuing in the social field, with the densification of University players, both from the point of view of teaching staff and that of student numbers. Even if the latter is in no way comparable to the massification of after May 1968, it still marks an important development whose achievements go beyond the simple increase in staff and its logistical consequences. It is the very face of the University that takes its mark, and this is particularly true in law faculties, which are very affected by the phenomenon. Thus, education is forced to remedy the growing lack of personnel and institutions to face students who are increasingly turbulent and quick to make demands, as evidenced for example by the Lyon-Caen, Scelle or Jèze cases, which fuel political ...

International audience ; French labour laws' reforms in the last years can be understood in the continuity of the policy of work which has been pursued since the middle 80's. Thus, this paper deals with the turn of labour law from a protective law of salaries into a law targeted at corporations, what can be seen as a "symbolic revolution". Such a change occurred as well in the political field (in the mind of politicians and administrators of policies of work) as in the academic field. To sketch it, the paper points the reforms implemented since the last three decades. Then it analyses the way labour law is now taught in law schools, and how it has become a part of human resources' teaching. It finally stresses how some places (commissions, ministers' offices, conferences…) become spaces where such a new sense of labour law has been built and maintained, through the meeting of stakeholders of both fields. ; Les réformes du droit du travail en France dans les années 2016-2017 (loi El Khomri et ordonnances Macron) peuvent être vues comme l'acmé des politiques du travail menées depuis le milieu des années 1980. L'article revient sur cette véritable « révolution symbolique » que constitue le renversement du droit du travail d'un droit protecteur des salariés à un droit tourné vers l'entreprise. C'est le sens même du droit et sa signification qui ont donc changé, à la fois dans le monde du « social », entendu comme les acteurs politiques et administratifs des politiques du travail, et dans le champ académique, du côté des facultés de droit. Pour ce faire, l'article dresse d'abord un panorama des réformes mises en œuvre dans les trois dernières décennies et du discours qui les accompagne. Il analyse ensuite ses transformations analogues dans les facultés de droit et l'enseignement et de la recherche en droit du travail. Il revient enfin sur différents « lieux communs » où se croisent les différents acteurs de deux espaces sociaux, réunis autour de ce « tournant entrepreneurial » du droit du travail.

International audience ; French labour laws' reforms in the last years can be understood in the continuity of the policy of work which has been pursued since the middle 80's. Thus, this paper deals with the turn of labour law from a protective law of salaries into a law targeted at corporations, what can be seen as a "symbolic revolution". Such a change occurred as well in the political field (in the mind of politicians and administrators of policies of work) as in the academic field. To sketch it, the paper points the reforms implemented since the last three decades. Then it analyses the way labour law is now taught in law schools, and how it has become a part of human resources' teaching. It finally stresses how some places (commissions, ministers' offices, conferences…) become spaces where such a new sense of labour law has been built and maintained, through the meeting of stakeholders of both fields. ; Les réformes du droit du travail en France dans les années 2016-2017 (loi El Khomri et ordonnances Macron) peuvent être vues comme l'acmé des politiques du travail menées depuis le milieu des années 1980. L'article revient sur cette véritable « révolution symbolique » que constitue le renversement du droit du travail d'un droit protecteur des salariés à un droit tourné vers l'entreprise. C'est le sens même du droit et sa signification qui ont donc changé, à la fois dans le monde du « social », entendu comme les acteurs politiques et administratifs des politiques du travail, et dans le champ académique, du côté des facultés de droit. Pour ce faire, l'article dresse d'abord un panorama des réformes mises en œuvre dans les trois dernières décennies et du discours qui les accompagne. Il analyse ensuite ses transformations analogues dans les facultés de droit et l'enseignement et de la recherche en droit du travail. Il revient enfin sur différents « lieux communs » où se croisent les différents acteurs de deux espaces sociaux, réunis autour de ce « tournant entrepreneurial » du droit du travail.

International audience ; French labour laws' reforms in the last years can be understood in the continuity of the policy of work which has been pursued since the middle 80's. Thus, this paper deals with the turn of labour law from a protective law of salaries into a law targeted at corporations, what can be seen as a "symbolic revolution". Such a change occurred as well in the political field (in the mind of politicians and administrators of policies of work) as in the academic field. To sketch it, the paper points the reforms implemented since the last three decades. Then it analyses the way labour law is now taught in law schools, and how it has become a part of human resources' teaching. It finally stresses how some places (commissions, ministers' offices, conferences…) become spaces where such a new sense of labour law has been built and maintained, through the meeting of stakeholders of both fields. ; Les réformes du droit du travail en France dans les années 2016-2017 (loi El Khomri et ordonnances Macron) peuvent être vues comme l'acmé des politiques du travail menées depuis le milieu des années 1980. L'article revient sur cette véritable « révolution symbolique » que constitue le renversement du droit du travail d'un droit protecteur des salariés à un droit tourné vers l'entreprise. C'est le sens même du droit et sa signification qui ont donc changé, à la fois dans le monde du « social », entendu comme les acteurs politiques et administratifs des politiques du travail, et dans le champ académique, du côté des facultés de droit. Pour ce faire, l'article dresse d'abord un panorama des réformes mises en œuvre dans les trois dernières décennies et du discours qui les accompagne. Il analyse ensuite ses transformations analogues dans les facultés de droit et l'enseignement et de la recherche en droit du travail. Il revient enfin sur différents « lieux communs » où se croisent les différents acteurs de deux espaces sociaux, réunis autour de ce « tournant entrepreneurial » du droit du travail.

International audience ; French labour laws' reforms in the last years can be understood in the continuity of the policy of work which has been pursued since the middle 80's. Thus, this paper deals with the turn of labour law from a protective law of salaries into a law targeted at corporations, what can be seen as a "symbolic revolution". Such a change occurred as well in the political field (in the mind of politicians and administrators of policies of work) as in the academic field. To sketch it, the paper points the reforms implemented since the last three decades. Then it analyses the way labour law is now taught in law schools, and how it has become a part of human resources' teaching. It finally stresses how some places (commissions, ministers' offices, conferences…) become spaces where such a new sense of labour law has been built and maintained, through the meeting of stakeholders of both fields. ; Les réformes du droit du travail en France dans les années 2016-2017 (loi El Khomri et ordonnances Macron) peuvent être vues comme l'acmé des politiques du travail menées depuis le milieu des années 1980. L'article revient sur cette véritable « révolution symbolique » que constitue le renversement du droit du travail d'un droit protecteur des salariés à un droit tourné vers l'entreprise. C'est le sens même du droit et sa signification qui ont donc changé, à la fois dans le monde du « social », entendu comme les acteurs politiques et administratifs des politiques du travail, et dans le champ académique, du côté des facultés de droit. Pour ce faire, l'article dresse d'abord un panorama des réformes mises en œuvre dans les trois dernières décennies et du discours qui les accompagne. Il analyse ensuite ses transformations analogues dans les facultés de droit et l'enseignement et de la recherche en droit du travail. Il revient enfin sur différents « lieux communs » où se croisent les différents acteurs de deux espaces sociaux, réunis autour de ce « tournant entrepreneurial » du droit du travail.

The aim of this study is to show the institutional construction, the continuities and the discontinuities, of legal learning centers and schools in two territories, Italy and France, linked by a common legal past in Europe, in the long period (from the 5th to the early 16th century). It is a survey of legal education centers organized around two principal axes : the institutional (the legal construction of an authorized place for legal learning named – schola, studium, studium generale, universitas), and the didactic one (all intellectual and material forces mobilized in legal education). As a starting point of legal education, Justinian's constitutio "Omnem" linked with a small group of ecclesiastical rules on education became a guide-line for the institutionalization of professional jurists' law schools during and after the "juristic revival" (12th century). Launching a specific dynamic into medieval legal system, the institutionalization of law schools (of ius canonicum and/or ius civile) is a complex phenomenon that needs formal settings. The higher authorities of the Middle Age provide them, indirectly promoting the autonomy of legal learning. First marked by pluralism (at the beginning there are different law schools weakly regulated), legal education (specifically the creation and circulation of the legal schools' model) is progressively controlled through the definition of an "authorized place" where legal learning is valid providing legal titles and degrees. Legal education is concentrated in studia which have received particular privileges and where "annual cycles of teaching" are constantly assured by a variable number of law teachers. The political, material and financial support of higher authorities (especially of the Church) with the contribution of the City for law schools is a major factor of legal centers' success. ; L'histoire des lieux de l'enseignement du droit s'intéresse à la présence des centres de transmission et de diffusion d'un savoir ou savoir-faire juridique à l'intérieur d'un espace géographique donné. Elle prend comme objet la continuité ou la discontinuité des écoles localisées ainsi que leur forme. Elle s'interroge sur les facteurs ayant conduit à la légitimation d'un lieu comme centre d'enseignement, les facteurs ayant participé à sa réussite ou contribué à son échec (nombre de professeurs, nombre d'étudiants, type de privilège reçu, conditions de production du livre). Une attention particulière est ainsi accordée à l'institutionnalisation des lieux de l'enseignement du droit. Le cadre (matériel et formel) de l'enseignement du droit entre ainsi dans son champ d'investigation. Une histoire matérielle comporte (et non sans risques) une enquête quantitative qui, en fonction des sources et des documents disponibles, permet, malgré les lacunes et les approximations, de mesurer en quelque sorte la présence de l'enseignement (enseignants et étudiants) en facilitant une perception sans doute plus concrète de sa diffusion. Il s'agit en effet de conduire une enquête sur les lieux de l'enseignement du droit (pouvant nous éclairer sur le droit enseigné lui-même et son rôle social ou de socialisation entre élites éduquées) organisée autour de deux axes principaux : l'axe institutionnel (construction juridique du centre d'enseignement nommé – schola, studium, studium generale, universitas) et l'axe didactique (l'ensemble des forces intellectuelles, matérielles et financières, mobilisées dans l'enseignement du droit). La France et l'Italie sont deux espaces d'échange de savoirs juridiques ayant partagé, sur les bancs d'écoles, mais dans des contextes parfois assez différents, une même tradition juridico-scolaire du moins jusqu'à la fin du Moyen Âge "bartoliste" comprenant le XVIe siècle. Les rencontres et les séparations ne sont pas simplement géographiques, elles sont aussi historiographiques.

This article seeks to study the history of the Algerian Law School (Faculte de droit d'Alger) during French colonization from its foundation in 1879 until the independence of Algeria. This academic institution reveals the ambiguity of the French colonial project: targeted at European students, it was conceived not as a colonial institution, but as a provincial university. However, in order to impose it in the French metropolitan academic field, its successive directors contributed to the construction of its unique expertise in colonial legal issues. The strategy was very efficient at first, but lead to the marginalization of the institution. Therefore, after 1945 the new director reoriented the lectures & specialties taught towards a more classical conception of the law school. Later on, this new policy played an important role in the reintegration of Algiers' academics in the French system after 1962. Adapted from the source document.

1 towards new constitutional politics of citizenship, identity and minority protection1.1 introduction: remarks on terminology; 1.2 erosion of the foundations of the classical concept of citizenship; 1.3 devaluation and extension of citizenship; 1.4 citizenship and democracy; 1.5 multiculturalism and minority rights; 1.6 conclusion; 2 strong religion and weak minorities: a cautionary tale from europe; 2.1 de-privatized religion: a challenge to public reason; 2.2 the illusion of religious pluralism: jewish schools and muslim veils.