French School Research Articles

Weisstein, Ulrich. Comparative Literature and Literary Theory. Bloomington: Indiana University Press, 1973: A Review Article

Ulrich Weisstein is considered one the pillars of comparative literature. He has a Ph.D. in comparative literature (1954) from IU. He was one of the first to do so from the IU Comparative Literature Program. In his famous book, Comparative Literature and Literary Theory, He attempts to draw the line between different concepts like comparative, national, and world literatures. He dedicates long chapters to explain genres throughout histories as well as movements. He belongs the French school of comparative literature in which he believes that there is transference of impact between the influencer and the influenced by. In this article, Weisstein is not only a writer, but also, a historian who traces back concepts like stof, motif, genre, movement, and school. He differentiates, compares and presents his viewpoint of World Literature (WL), National Literature (NL) and Comparative Literature (CL).

The Concept of Development: From Dependency Theory to Diversity of Capitalisms

This article will analyze the three most significant theoretical standpoints that have attempted to study Latin America’s development: the dependency theory, the neo-institutionalist school, and the Varieties of Capitalism perspective. In order to differentiate diverse forms of development in the continent, the final part develops the argument. It proposes a view based on the dependency theory and the French regulation school.

Health-promoting school. Mediation effects on health behaviors and the socio-economic level of pupils

Abstract Pupils health indicators and behaviors are marked by social and territorial inequalities which develop early (DREES, 2015, 2019). In order to combat these inequalities and improve the health behaviors and well-being of pupils, the “health-promoting school” approach is recognized as convincing. It is endorsed by the World Health Organization (Langford, 2015; WHO, 2021). The health policy currently implemented in French schools is convergent (MEN, 2018, 2021). In order to disseminate this policy, since 2019, the Alliance project has been implemented in 101 French schools (9 - 12 years old) and 97 municipalities in the AURA region. Each school and community are trained and supported to promote the development of professional practices and a health promotion project to improve the health behaviors of pupils. The question arises as to the extent to which the development of health-promoting teaching projects and practices participating in the strengthening of health protective factors - life skills and health literacy - of pupils would have a mediating effect from the point of view of socio-economic level and health behaviors of pupils? Each year, data are collected from pupils by questionnaire, mesuring their well-being, health habits, psychosocial competencies and their families’ socio-economic level. 11500 questionnaires collected during 3 years have been analyzed. Descriptive and bivariate analysis indicate sevreral improvements between years in their health habits like for example daily physical activities (6% for T0 and 16% for T2) or daily consumption of sweets (17% for T0 and 13% for T2). They confirm negative influence of risk factors as low socio-economic level on health habits. But mediation analysis show that psychosocial competencies, especially emotionnal and social competencies, mediate significatively this influence (mediation effect range from 5% to 21%). Key messages • The health indicators and behaviors of young people are marked very early on by social and territorial health inequalities. • Health-promoting school approach and particularly – life skills and health literacy – would have a mediation effect on health behaviors and the socio-economic level of students.

First things first: measuring French Medical schools’ deans motivation to engage in smoke-free campus

Abstract Smoke-free campuses (SFC) prohibit smoking and vaping on all university grounds and for all users. Around a hundred of papers was published on that topic revealing how they reduce initiation and increase smoking cessation among students. Whereas it is key for the success of all project, including SFC, very rare research has investigated attitude of high-level leaders of universities toward SFC, their perceived barriers and motivation to adopt it. To fill this gap, we interviewed deans of medical schools in France, where SFC are limited. In-depth individual interviews were conducted on 31 deans and two associate-deans (representing 31 out of 35 French medical schools). Questions rose knowledge of SFC, perception of this measure, self-role to play and other factors influencing implementation. We targeted medical schools because they train future prescribers of smoking cessation, and can act as a model for policy dissemination to other schools. The 23 hours of interviews were analyzed using thematic analysis with Nvivo14. Regarding diffusion in 2023, only one medical school had a SFC, six were implementing it, 23 had no SFC and one abandoned it. 28 held positive attitudes towards SFC, explained by its impact on health and the mission of medical schools. Most of them considered SFC feasible with resources and engagement of students. Identified barriers were competing priority, lack of funding and of support from users and risk of stigmatization of smokers. A majority of deans thought they had a role to play in initiating, promoting and moderating the policy. SFC are recommended by the WHO but there is important room for improvement for their diffusion in France. Yet, a majority of deans we interviewed appeared motivated to adopt it. Solutions to encourage them and overcome barriers must be found. Key messages • Diffusion of SFC among medical schools remains limited in France. • Deans’s positive attitude towards SFC bring hope for a better diffusion of SFC among French universities.

Implementation evaluation of a school-based intervention on HPV vaccination (the PrevHPV study)

Abstract Background HPV vaccine coverage (VC) remains lower than expected in many countries, particularly France. We developed and evaluated the PrevHPV multicomponent intervention to improve HPV VC among French adolescents. We evaluated the implementation of the school-based components of the intervention. Methods We carried out a mixed-method study embedded in a cluster randomized controlled trial (July 2021-April 2022; 14/25 French school districts). The cluster was the municipality (n = 91). The school-based components of the intervention were ‘education and motivation’ and ‘at-school vaccination’. Quantitative data were collected through standardized activity reports and self-administered questionnaires; the implementation outcomes were fidelity, dose, reach, acceptability and sustainability. Qualitative data were collected through semistructured group interviews with school staff and analyzed using the Consolidated Framework for Implementation Research. Results We found high rates for: fidelity (e.g., 69% of the targeted classes had two educational sessions and 89% of schools invited all pupils for at-school vaccination, as planned); acceptability (e.g., pupils’ participation satisfying in 90% of the sessions, 96% of vaccinated pupils and 78% of school staff satisfied with at-school vaccination); and sustainability (e.g., respectively 91% and 76% of schools considered conducting sessions and vaccination days during the following year). However, the withdrawal of 1/3 of schools before the trial started and difficulties in mobilizing parents negatively impacted dose and reach. Several facilitators and barriers influenced the implementation of the components; they were related to the components’ design, the characteristics of both the external and internal environment of the school, the numerous stakeholders and individuals involved, and the implementation strategies used. Conclusions These results can guide policy making on school-based HPV vaccine promotion in France and Europe. Key messages • The PrevHPV study is supported by the French health authorities and conducted by a multidisciplinary consortium to tackle a long-lasting public health concern in France. • These findings have practical implications for implementing effective and acceptable school-based interventions in real life to improve HPV vaccine uptake and reduce HPV-associated burdens.

Effectiveness of a school- and primary care-based HPV vaccination intervention (the PrevHPV study)

Abstract Background HPV vaccine coverage (VC) remains lower than expected in many countries, particularly France. We developed and evaluated the PrevHPV multicomponent intervention to improve HPV VC among French adolescents. The components were ‘education and motivation’ of adolescents in schools, ‘at-school vaccination’, and ‘general practitioners’ (GPs) training’. We evaluated the effectiveness of the intervention two months after it ended. Methods We carried out a pragmatic cluster randomized controlled trial with incomplete factorial design in 14/25 French school districts (July 2021-April 2022). The cluster was the municipality (n = 91). The outcome was HPV VC (≥ 1 dose) two months after the intervention ended among 11-14-year-olds living in participating municipalities (data from the French national reimbursement database and from the trial). We performed two types of analyses: (1) without considering the dose of intervention received, using a linear model with one fixed effect per component, adjusted for baseline HPV VC; (2) a post hoc on-treatment analysis, rerunning the linear model by replacing the fixed effects with a quantitative ‘dose of intervention’ variable calculated for each component using data collected during the trial. Results For the three intervention components, estimates of the effect on VC at two months were greater for the on-treatment analyses than for the analysis that did not consider the intervention dose. For the ‘at-school vaccination’ component, the estimate increased from 5.50 percentage points (pp; p < 0.001) to 11.25 pp (p < 0.001). The ‘GPs’ training’ component reached significance (from -1.46 pp, p = 0.150 to 3.56 pp, p = 0.049). In both types of analyses, no significant effect was observed for ‘education and motivation’ (from -0.08 pp, p = 0.950 to 2.58 pp, p = 0.241). Conclusions Increasing HPV VC among adolescents requires the involvement of various stakeholders and could be achieved by combining interventions in both schools and primary care settings. Key messages • The PrevHPV study is supported by the French health authorities and conducted by a multidisciplinary consortium to tackle a long-lasting public health concern in France. • Offering free HPV vaccination at school significantly increased HPV VC; providing GPs with training and a dcision-aid tool helped increase HPV VC if the GPs completed the training.

Economic cyber-physical space: theoretical and methodological genesis and modern trends of formation and development

In this scientific study, the socio-economic and technical and technological features of the new economic and technological paradigm are high lighted. As a result of the analysis of trends in the development of the Industry 4.0 market and digital initiatives adopted in the world, the prerequisites for the formation of an economic cyber-physical space at the national level have been identified, and the relevance of the subject of scientific research has been substantiated. Based on the analysis of the evolutionary development of spatial economics, the research of scientific schools is systematized and theoretical and methodological schemes belonging to representatives of the German, French (continental), Anglo-Saxon and Russian schools of spatial economics are analyzed. As a result, the postulates of the economic cyberphysical space are developed and the author's interpretation of the concept of economic cyber physical space is proposed.

Predictors of Dropout Intention in French Secondary School Students: The Role of Test Anxiety, School Burnout, and Academic Achievement

School dropout intention and reduced academic achievement are two crucial indicators of school dropout risk. Past studies have shown that school performance plays a mediating role in the models explaining dropout intentions. School burnout and test anxiety have been identified as predictors of both academic performance and school dropout. However, their combined effects on the intention to leave school have not yet been investigated. We aimed to address this gap by exploring the predictors of school dropout intention in a sample of 205 French secondary school students. Structural equation modelling analyses have revealed the specific facets of school burnout (devaluation) and test anxiety (cognitive interference) that explained the school dropout intentions and academic performance. Grade Point Average (GPA) was a mediator of the effects of these variables on the intention to drop out of school. The findings highlight the need to acknowledge assessments as a school stress factor that could contribute to health problems and intentions to drop out of school.

Le hip hop à l’école: Practising the ‘fifth element’ as a pedagogical tool in French schools

Le hip hop à l’école: Practising the ‘fifth element’ as a pedagogical tool in French schools

The Effect of Age of First Exposure on Vocabulary, Mean Length of Utterance, Morphosyntactic Accuracy, and Semantic and Sentence-Level Patterns in the First 2 Years of French Second-Language Learning by Preschool- to Adolescent-Age Mandarin Speakers.

Bilingual assessment is particularly difficult in the very first period of children's second language (L2) exposure. This exploratory, longitudinal study examined L2 learning after 1 and 2 years of L2 exposure by young immigrants and how it is affected by their age at first exposure to the L2 (AoE). Participants were 18 immigrants ranging in age from 2;11 to 14;2 (years;months), all within their first year in Montreal at Time 1, enrolled in a French school or day care, and from a Mandarin first language background. Participants were tested again a year later. Measures included receptive and expressive French vocabulary tests and conversational language samples analyzed using traditional measures of mean length of utterance (MLU) and morphological accuracy as well as novel measures of semantic and sentence-level patterns. Performance was relatively high already at Time 1 and increased significantly at Time 2 in both vocabulary and MLU. At Time 2, vocabulary scores were below normative values, whereas MLU was within expected values relative to monolingual and simultaneous bilinguals for the majority of the participants. However, higher MLUs were accompanied by more instances of both semantic errors and creative semantic strategies. French performance was strongly related to AoE; with amount of exposure equivalent, older participants outperformed the younger ones on MLU and vocabulary. Semantic errors and creative uses were strongly predicted by AoE; however, morphological accuracy and number of agrammatical utterances were not. This initial period of French learning involved a rapid growth spurt for most of the participants. We argue that the pattern observed, particularly among the older children, constitutes an early stage of L2 learning characterized by long utterances that are also frequently hard to understand as speakers encounter challenges and use creative strategies in their attempt to convey meaning. Comparison with normative reference bases for monolinguals and bilinguals with greater cumulative L2 exposure who have similar MLUs should be done with much caution during this early period.

Implementation of a Novel Epidemiological Surveillance System for Children's Mental Health and Well-Being in France: Protocol for the National "Enabee" Cross-Sectional Study.

Children's mental health, including their well-being, is a major public health concern, as the burden of related disorders may last throughout one's life. Although epidemiological mental health surveillance systems for children and adolescents have been implemented in several countries, they are sorely lacking in France. This study aims to describe the first step of the implementation of a novel surveillance system in France called Enabee (Etude nationale sur le bien-être des enfants), which focuses on the issue of mental health in children. The system aims to (1) describe the temporal trends in the population-based prevalence of the main mental health disorders and well-being in children aged 3 to 11 years, (2) explore their major determinants, and (3) assess mental health care use by this population. To do this, Enabee will rely on results from a recurrent national cross-sectional homonymous study. This paper presents the protocol for the first edition of this study (called Enabee 2022), as well as initial results regarding participation. Enabee 2022 is a national cross-sectional study that was implemented in French schools in 2022. It used a probabilistic, multistage, stratified, and balanced sampling plan as follows: first, schools were randomly drawn and stratified according to the type of school. Up to 4 classes per school were then randomly drawn, and finally, all the pupils within each class were selected. The study covered children from preschool and kindergarten (aged 3 to 6 years, US grading system) to fifth grade (aged 6 to 11 years). Children from first to fifth grades provided a self-assessment of their mental health using 2 validated self-administered questionnaires: the Dominic Interactive (DI) and the KINDL. Parents and teachers completed a web-based questionnaire, including the Strengths and Difficulties Questionnaire. Parents also answered additional questions about their parenting attitudes; their own mental health; known social, economic, and environmental determinants of mental health in children; and their child's life habits. Health, education, and family stakeholders were involved in designing and implementing the study as part of a large consultation group. Data were collected from May 2, 2022, to July 31, 2022, in 399 schools across metropolitan France. Teachers completed questionnaires for 5721 pupils in preschool and kindergarten and for 15,263 pupils from first to fifth grades. Parents completed questionnaires for 3785 children in preschool and kindergarten and for 9227 children from first to fifth grades. Finally, 15,206 children from first to fifth grades completed the self-administered questionnaire. Enabee 2022 constitutes the first milestone in the development of a novel national epidemiological surveillance system, paving the way for improved children's mental health policies in France.

"With Great Responsibility Comes Great Uncertainty".

Uncertainty is inherent in medicine, and trainees are particularly exposed to the adverse effects of uncertainty. Previous work suggested that junior residents seek to leverage the support of supervisors to regulate the uncertainty encountered in clinical placements. However, a broader conceptual framework addressing uncertainty experience, from the sources of uncertainty to residents' responses, is still needed. To capture the spectrum of uncertainty experiences in medical residents, providing an integrative framework that considers the influence of specialties and training stages on their experience with clinical uncertainty. We used Hillen's uncertainty tolerance framework to conduct a thematic template analysis of individual and focus group interviews, identifying themes and subthemes reflecting residents' experience of clinical uncertainty. Medical residents from diverse medical specialty training programs, across five French medical schools. Qualitative study driven by an interpretivist research paradigm. Twenty residents from all years of medical residency and diverse medical specialties were interviewed during three focus groups and five individual interviews. They described managing treatments, making ethical decisions, and communicating uncertainty, as their major sources of uncertainty. We identified residents' delayed response to uncertainty as a key theme, fostering the development of experiential learnings. Prior clinical experience was a key determinant of uncertainty tolerance in medical residents. Entrusting residents with responsibilities in patient management promoted their perception of self-efficacy, although situations of loneliness resulted in stress and anxiety. Residents face significant uncertainty in managing treatments, ethical decisions, and communication due to limited clinical experience and growing responsibilities. Scaffolding their responsibilities and clearly defining their roles can improve their comfort with uncertainty. To that extent, effective supervision and debriefing are crucial for managing emotional impacts and fostering reflection to learn from their uncertain experiences.

The Enhancing French Oral Production Skills Through Digital Media: The Effectiveness of the 'French School TV' YouTube Channel in Secondary Education

This study investigates the effectiveness of the "French School TV" YouTube channel in enhancing the oral production skills of secondary school students learning French at MAS YASPI Medan. Employing a pre-experimental design, 26 students from class X Agama were subjected to a pre-test to assess their initial proficiency in introducing themselves in French. The intervention involved the use of YouTube videos from the "French School TV" channel over two sessions, focusing on self-introduction skills. A post-test was conducted to evaluate the improvement in students' oral production skills. The results demonstrated a significant improvement in the students' performance, with the average score rising from 26.92 in the pre-test to 84.58 in the post-test. Statistical analyses, including the Shapiro-Wilk normality test and paired sample t-test, confirmed the normal distribution of data and the significant difference between pre-test and post-test scores (p-value = 0.000). The N-Gain analysis further validated the intervention's effectiveness, with an average N-Gain score of 0.85, categorizing it as "highly effective." These findings suggest that integrating digital media, specifically YouTube, into the language curriculum can significantly enhance student engagement and learning outcomes. The study highlights the need for modern teaching tools and adequate teacher training to maximize the benefits of digital resources. While the results are promising, further research with larger and more diverse samples is recommended to validate these findings and explore the long-term effects of digital media on various aspects of language learning. The present study implies that the "French School TV" YouTube channel is a highly effective tool for improving the oral production skills of students learning French, offering valuable insights for educators, policymakers, and researchers in the field of language education.

"The Coming of the Book" Lucien Febvre's and Henri-Jean Martin's: the French book history in the 20th and at the beginning of the Early 21st centuries

The article presents the history of the creation of the French monograph L’apparition du livre ("The Coming of the Book", 1958), which has not been translated into Russian. The research traced the paths of its authors – French scholars L. Febvre, an innovator of historical science in the 20th century, and A.-J. Martin, the founder of the French school of book history. The role of the ideas and results of French book historians for the further development of Western book science in the end of the last century and in the early of the 21st century is outlined. The purpose of the article is to provide an analysis of this work, emphasizing its impact for the formation of the social history of the book. This article considered the importance and prospects for including this fundamental and already classic work in the research field of present-day Russian book studies as well as in educational practices.

The month of August - an Annales approach to the history of the Kowie: August 1881 to August 1914

The Annales is an internationally renowned French school of historical analysis founded by Lucien Febvre and Marc Bloch and brilliantly expounded by Fernand Braudel in his classic work on rhe Mediterranean and the Mediterranean world (first published in 1949). By its emphasis on history that happened off the beaten track, the' Annales lends itself particularly well to rhe study of a local community. Its aim is inter alia to capture a community's mentalité, namely its peculiar attitudes and ethos as shaped by even the most elemental facts of its existence, including its pattern of weather. This article is an effort to analyse the mentalité of the Eastern Cape coastal community of the Kowie (Port Alfred) over a period of more than thirty years.

Technology

From the very beginnings of anthropology in the 19th century, techniques have played a central role in the analysis of social transformations (Lewis H. Morgan). In the 20th century, the French school of ethnology, more than others, and under the influence of the works of Marcel Mauss and André Leroi-Gourhan, continued to analyze techniques and their socio-economic influences. Finally, Michel Foucault, from a different perspective, enriched anthropological reflection on technology.

Building bonds through storytelling a qualitative study of a multilingual family-school partnership project

ABSTRACT This article focuses on a school-family partnership programme that has been implemented in French schools to prevent learning difficulties among migrant children, taking their specific needs into account. It consists of a series of three to four sessions, gathering migrant parents, their children and members of the teaching staff, one interpreter (or several) and one mediator, where each participant is invited to talk about their own personal history of migration and share stories and narratives in different languages. The content of the sessions is analysed to show the impact and the processes of change, both for the children as well as for the parents and the educational staff. It seems that such sessions reinforce relationships between the educational teams and the families, helping children of migrants build bridges between their native tongue and the language used at school. By valorising their own language and culture, the programme ultimately stimulates learning at school. These sessions are also useful to help children become more familiar with their parents’ life stories, thus contributing to the transmission of trans-generational elements that are often undermined by migration. The sheer pleasure of storytelling contributes to reinforcing children’s narrative skills.

School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support.

Adolescents' well-being at school is positively affected by social support from parents, teachers, and peers and negatively affected by academic stress. However, little is known about how specific academic stressors are related to study-related well-being profiles. This study used a person-centered approach to identify the profiles of high school students based on their school burnout (i.e., exhaustion and cynicism) and engagement levels to examine their associated levels of perceived academic stress, social support, and sociodemographic characteristics. Using cluster analysis on a sample of 540 high school students (67.8% girls), we identified five profiles labeled "Engaged" (22.4%), "Relaxed" (18.9%), "Overextended" (25.6%), "Disengaged" (17.6%), and "Burned out" (15.4%). The "Engaged" and "Relaxed" groups experienced similar levels of perceived social support, but the "Engaged" students showed higher academic stress levels. The "Overextended" group displayed high academic stress with lower social support, while the "Disengaged" group showed low stress with low social support. Finally, the "Burned out" group displayed the highest academic stress and the lowest perceived support. Results are discussed within the demands-resources model of school burnout and clinical implications are presented for each profile.

The prominent role of Charcot and the French neurological tradition in Latin America

ABSTRACT The establishment of neurology schools in Latin America during the late-nineteenth and early-twentieth centuries profoundly influenced the French neurology school. In the latter half of the nineteenth century, the neurology department at the Salpêtrière Hospital in Paris held a preeminent position as the global hub of neurology. Professor Jean-Martin Charcot, widely acclaimed as the father of modern neurology, was the most revered neurology professor of the nineteenth century. Many physicians from diverse countries across South America (notably Argentina, Uruguay, Peru, Brazil, and Colombia), the Caribbean (Cuba), and Mexico pursued specialized training in neurology under Charcot’s tutelage, and even after his passing in 1893, they continued their training with his numerous disciples. As a result, nearly two centuries after the birth of Charcot, his enduring contributions to the field of neurology remain vibrantly influential, particularly in Latin America.

The french flute school in the mid‑18th century in the light of Michel Corrette’s, Antoine Mahaut’s and de Lusse’s treatises. Part II

The french flute school in the mid‑18th century in the light of Michel Corrette’s, Antoine Mahaut’s and de Lusse’s treatises. Part II