In: Interventions sociales et faits religieux / Verba D. & Guelamine F. (éd.), 2014, p. 193-212
Pourquoi la question du travail social identitaire, entendu comme tel lorsqu’il cherche à prendre en considération le registre identitaire comme base d’intervention, se thématise-t-elle aujourd’hui sur le devant de la scène socio-politique ? Bien évidemment, le retour du religieux dans la société en général et la montée de l’Islam au sein de populations issues de...
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In: Eurasian Geography and Economics, 2019, p. 304-332
This paper presents the outcomes of an anti-corruption educational intervention among Ukrainian students based on an online experiment. More than 3,000 survey participants were randomly assigned to one of three different videos on corruption and its consequences (treatment groups) or a video on higher education (control group). The data suggest a high level of academic dishonesty and...
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In: Empirical Economics, 2020, p. 1-24
This paper examines how anti-corruption educational campaigns affect the attitudes of Russian university students toward corruption and academic integrity in the short run. About 2000 survey participants were randomly assigned to one of four different information materials (brochures or videos) about the negative consequences of corruption or to a control group. While we do not find important...
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In: Gramatica e Texto : Interações e aplicação ao ensino, 2021, p. 335-349
The first part of this paper defines notions of text, processes involved in writing and text genre as a tool for the teaching of writing as well as a way to link the latter with grammar learning. The author presents a didactic sequence articulating grammar and writing, used in her doctoral research (Marmy Cusin, 2012) and experimented by four teachers at primary level in French-speaking...
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In: Fachdidaktiken im Dialog der Sprachkulturen: Dokumentation der Tagung Fachdidaktiken vom 5.-6. April 2019/ Le dialogue des didactiques disciplinaires du 5-6 avril 2019, 2019, p. 36-37
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In: Education relative à l'environnement, 2020, p. 1-19
Although sustainable development has succeeded in penetrating the economy, and most school curricula incorporate education on the subject, almost 30 years later, it is clear that mass extinction, pollution, social disparities, ecological disasters and overexploitation are our daily fare. Can this counterproductive and alarming result possibly be attributed to a concept that has appeased our...
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Mémoire de bachelor : Haute Ecole Arc Conservation-Restauration, 2020.
Archaeological wood is an organic material which, buried for years in a humid environment, will become waterlogged and suffer irreversible physical and chemical degradation. As a result of these numerous alterations in the burial environment, waterlogged wood is a very fragile material in an unstable state. Therefore, the risks of alteration are also very high as soon as they are uncovered...
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In: Das wissenschaftlich-religionspädagogische Lexikon im Internet (WiReLex), 2021, p. 1-17
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In: A. Sieber Egger, G. Unterweger, M. Jäger, M. Kuhn, & J. Hangartner, (Éd.), Kindheit(en) in formalen, nonformalen und informellen Bildungskontexten. Ethnografische Beiträge aus der Schweiz., 2019, p. 175-194
Dans les premières années d’école, la relation école-familles se construit largement lors des interactions informelles quotidiennes entre parents et enseignants, quand les enfants arrivent et repartent de l’école. Une recherche ethnographique montre combien ce moment apparemment anodin de l’entre-deux est empli d’ambiguïté et représente un enjeu pour la collaboration entre...
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