In summer 2020, in an unprecedented move, the EU offered its Member States help vto cope with the fall-out of the Covid-19 pandemic. To do so, it drew on the EU longterm budget (2021-2027) and... Show moreIn summer 2020, in an unprecedented move, the EU offered its Member States help vto cope with the fall-out of the Covid-19 pandemic. To do so, it drew on the EU longterm budget (2021-2027) and created a new temporary support system referred to as ‘NextGenerationEU’ (NGEU). Formally established in February 2021, the socalled ‘Recovery and Resilience Facility’ (RRF) at the core of the NGEU provides financial support to Member States, notably through a combination of grants and loans (European Parliament and Council of the EU 2021). The EU has issued debt to finance this expenditure, the size and scope of which are unparalleled and break with longstanding taboos). Yet even so, not all scholars agree that this situation represents a sea change.The European Commission insisted on attaching strings to these funds, i.e., that they be spent on the digital transition, the energy transition and on stimulating social and inclusive growth benefi ting the next generation. Member States need to submit detailed national Recovery and Resilience Plans (RRPs) to access the funds.While some reporting templates are new, others draw on the European Semester the EU macro-economic policy coordination framework. Examining how and why the Semester became part of RRF governance, this chapter asks, to what extent did this new set-up change the power balance among key players (e.g., fi nancial and economic players versus social aff airs players)? The chapter distinguishes between ‘EU institutional social players’ and ‘social stakeholders’. The former consist of the DG Employment, Social Aff airs & Inclusion (DG EMPL) of the European Commission, the Employment, Social Policy, Health and Consumer Affairs (EPSCO) Council formation and the EU Employment and Social Protection Committees (EMCO and the SPC).2 ‘Social stakeholders’ comprise both EU and national social partners (representatives of worker and employer organisations) and civil society organisations (CSOs). Wherever relevant, we distinguish between players’ involvement at EU and domestic level. Show less
Térosier, S.D.; François-Haugrin, N.; Duzerol, M. 2022
The bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ... Show moreThe bulk of the book is based on papers presented during two virtual conferences hosted by the University of Leiden (Netherlands) in 2021. At the Africa Knows! Conference, a panel was devoted to ‘The language issue and knowledge communication in Africa.’ It was initiated by the Universities of Ilorin (Nigeria) and Chemnitz (Germany). The papers by Eleshin, Oloruntoba-Oju, Sanon-Ouattara, Van Pinxteren, and Zatolokina were all first presented at this panel, before being peer-reviewed for this volume. The central theme of the conference was the decolonization of Africa’s knowledge production and related processes. The second conference was the 10th World Congress on African Languages and Linguistics (WOCAL) in June, where a workshop took place under the auspices of the Edinburgh Circle on the Promotion of African Languages, entitled ‘Let’s turn to policy.’ The papers by Alfredo, Dissake, and Nguere and Smith were also first presented during this workshop before being peer-reviewed for this volume. In general, the position taken by the editors is that using indigenous languages in education can make an important contribution to national development as well as to personal empowerment. Africa is characterised in part by its continued use of former colonial languages in education. However, sixty years after independence, it seems high time to question this colonial heritage. In the context of global and digital communication today, old African values of multilingualism and culture-specific communicative strategies should not be neglected, but revalued and revived in new ways. We do not deny the importance of a good command of international languages. However, this should not be at the expense of indigenous languages. The introduction to the book argues that a transition towards increased use of African languages in formal domains will not only be necessary and practically possible, it will become inevitable. Show less
Ilett, M.; Gransar, F.; Allard, P.; Bakels, C.C.; Hachem, L.; Hamon, C.; ... ; Naze, Y. 2022
A preventive excavation undertaken in 2006 in the Aisne valley at Menneville "La Bourguignotte" uncovered some Neolithic features near the edge of the area investigated. These include a longhouse... Show moreA preventive excavation undertaken in 2006 in the Aisne valley at Menneville "La Bourguignotte" uncovered some Neolithic features near the edge of the area investigated. These include a longhouse with its lateral pits, another long pit and two circular pits. Decorated ceramics date the occupation to the Seine basin final Linear Pottery. The flint industry, also typical of this period, is characterized by quite a broad range of raw materials. Sandstone artefacts were mainly used for polishing activities. Although faunal remains are mostly of domestic species, the proportion of wild animals in the assemblage is relatively high. Certain features also produced burnt daub, as well as carbonised plant remains, including cereals, legumes and hazel nut. The excavated features are probably part of a small settlement that was linked in some way to the large neighbouring site of Menneville "Derrière le Village". Show less
In 16th-19th century Holland young ladies of the aristocracy and upper middle classes were commonly educated in French, their second language. They frequented institutions often directed by the... Show moreIn 16th-19th century Holland young ladies of the aristocracy and upper middle classes were commonly educated in French, their second language. They frequented institutions often directed by the wife of the owner of the local French school for boys, or an unmarried lady or in the well-organized nineteenth-century school system, a well-educated female teacher who sometimes was the authoress of a school manual. In the eighteenth century this work was frequently entrusted to a French speaking governess who lived with the family and was duly supervised by the girls’ mother. The aim of their education was not to turn them into bluestockings or coquettes but to prepare them for their role as head of a prominent household, a reasonable and loving wife and mother, an attentivehostess and capable of playing her part in the local community. Show less
The corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I... Show moreThe corpus of Æsopian fables books has been taught to French children and teenagers for centuries. Yet little analysis looks at the production in its entirety. Therefore, within this corpus, I evaluated the relationship between the text, the images, and the educational purpose of various fable authors using 252 visuals, published between 1500 and 2020. Sources include picture books, board games, sheet music, posters, school materials, and even application software. All have in common the aim of pursuing or promoting an educational use of the fables. My research focuses on the role that illustrated fables play in French education.Through a sociological approach that features the concept of médiation littéraire, book history, literary analysis, the study of the layout of the books and intermedial analysis, I conclude that Æsopian fables are used as a social link between generations of French people.They became essential across primary schools in the mid-19th century. Before that, they were mostly intended for socially privileged children whose families could afford a secondary education.Regardless of the century, the illustrations which accompany fables play a role in the text’s adoption across French schools: they participate in the transmission of the genre and other kinds of knowledge Show less
A landlocked country in Central Africa, Chad has been involved in armed conflicts and civil war since independence in 1960. After the coup d’état in 1990, a certain stability prevailed under a... Show moreA landlocked country in Central Africa, Chad has been involved in armed conflicts and civil war since independence in 1960. After the coup d’état in 1990, a certain stability prevailed under a military democratic regime despite frequent rebels’ incursions, civil unrest, and violations of human rights. Over six decades, structural violence, insecurity, and oppression continue to hamper sociocultural, economic, educational and health improvements. Despite oil revenues and international investments into security and poverty reduction, Chad remains a highly fragile poor country with an alarming hunger situation. Its development is constrained by internal conflicts, instability of neighbouring countries, and perpetual threats by extremists. The weakness of infrastructures, public institutions and bad governance constrain the access of communities to basic goods, services, rights and means of livelihood.In rural areas, harassment and neglect by public authorities increase the vulnerabilities of households to food insecurity and conflicts. This research insighted into the long-term impacts of persistent violence on food production, social organization and access to health services in Guéra in central Chad. Rebels and government authorities exert political stress that is a major driver of sociocultural, demographic and economic change. These acts undermine spheres of livelihoods across the Sahelian region and needs attention. Show less
a successful book in Italy and then beyond the Alps. While the literary reception of Ariosto inFrance has already been widely studied since the work of Alexandre Ciorănescu and SijbrandKeyser, this... Show morea successful book in Italy and then beyond the Alps. While the literary reception of Ariosto inFrance has already been widely studied since the work of Alexandre Ciorănescu and SijbrandKeyser, this PhD dissertation consists of an analysis of the diffusion of this masterpiece throughthe prism of the loving passion. In the sixteenth century, during the first French reception, readers and authors felt passionately about amorous episodes, and more specifically ones about the madness of desperate lovers. French authors took several figures of unfortunate lovers from the abundance of characters in Orlando furioso. Besides, thanks to its plasticity, Ariosto’s text was able to inspire most literary genres. We study the evolution of this representation of passion in French translations and imitations, both through a diachronic analysis and an analysis by literary genre. While in the first translations the French transposition can sometimes influence the representation of passion, the love poetry adopted more aesthetical an approach of these episodes. We insist on the 1570s, as they demonstrate the presence of remake in the epic genre but also of many partial imitations. Thus, the representation of the sentiment amoureux will progressively be depicted with more diversity and complexity until the beginning of the seventeenth century when it evolved towards a more psychological approach. Show less
Poissons qui grimpent aux arbres, cigognes qui prennent soin de leurs parents… A l’ère prémoderne, les textes et les arts visuels forment un fabuleux bestiaire qui révèle l’inventivité et la... Show morePoissons qui grimpent aux arbres, cigognes qui prennent soin de leurs parents… A l’ère prémoderne, les textes et les arts visuels forment un fabuleux bestiaire qui révèle l’inventivité et la richesse de la réflexion sur les animaux. Les études de ce volume vous font découvrir l’animal dans tous ses états : est-il une simple image anthropomorphique de l’homme ? Un modèle à suivre ? Ou même un être autonome, égal ou supérieur à l’homme ? Explorant une diversité de textes – fables, poésie, roman, récits de voyage, emblèmes – et de médias visuels – peinture, tapisserie, bijouterie, ce volume montre les fructueux échanges prémodernes entre l’histoire naturelle et les arts. En interrogeant implicitement la nécessité de dépasser l’anthropocentrisme et l’anthropomorphisme régnants, il s’inscrit dans les nouvelles tendances de la critique culturelle.Fish climbing trees, storks taking care of their parents… Premodern textual and visual culture presents us with a fabulous bestiary that reveals ingenious and rich reflections on the animal kingdom. The studies united in this volume will allow you to discover animals in all their possible states: are they simple anthropomorphic images of man? Models to follow? Or autonomous beings, equal or even superior to man? By exploring a large diversity of texts – fables, poetry, novels, travel narratives, emblematic works – and visual media – paintings, tapestries, jewellery, this richly illustrated volume displays the fruitful premodern exchanges between natural history and culture. It follows new trends in cultural criticism by implicitly interrogating the need to move beyond the reigning paradigms of anthropocentrism and anthropomorphism. Show less
Nous sommes un groupe d'archéologues, d’anthropologues, de conservateurs et de généticiens de différentes origines et représentant 31 pays. Nous nous sommes rencontrés en novembre 2020 lors d'une... Show moreNous sommes un groupe d'archéologues, d’anthropologues, de conservateurs et de généticiens de différentes origines et représentant 31 pays. Nous nous sommes rencontrés en novembre 2020 lors d'une table ronde en ligne dédiée à l'éthique de la recherche d’ADN ancien. Nous avons alors convenu de la nécessité de lignes directrices éthiques applicables à l'échelle mondiale. Les recommandations publiées récemment et développées dans le cadre de recherches d’ADN sur des vestiges humains d’Amérique du Nord ne s’avèrent pas généralisables à d’autres régions du monde. Suite à l’analyse de divers contextes, nous proposons ici des lignes directrices que nous pensons être applicables partout dans le monde. Ces lignes directrices sont les suivantes : 1) les chercheurs doivent s'assurer que les règlements s’appliquant dans les lieux où ils travaillent ainsi que dans les lieux d’où proviennent les vestiges humains sont bien respectés ; 2) les chercheurs doivent préparer un programme de recherche détaillé avant de commencer toute étude ; 3) les chercheurs doivent minimiser les dommages causés aux vestiges humains ; 4) les chercheurs doivent s'assurer que les données seront disponibles après la publication pour permettre un réexamen critique des résultats scientifiques; et 5) les chercheurs doivent échanger avec toutes les parties impliquées dès le début de l’étude et respecter leurs points de vue. Nous nous engageons à respecter ces directives et nous souhaitons qu’elles contribuent au renforcement de la pratique éthique de notre champ de recherche. Show less
