Schools In France Research Articles

Noninvasive Peripheral Artery Disease Screening Tools: A Deficient Knowledge among French Vascular Residents from 4 Medical Schools

Ankle-brachial index (ABI) at rest, postexercise ABI, and toe-brachial index (TBI) are essential diagnostic tools recommended for peripheral artery disease (PAD) diagnosis. Our study investigates the level of knowledge on these 3 tests among vascular medicine residents from 4 French medical schools in France. We included 19 vascular medicine residents in a cross-sectional study. During an annual obligatory seminar, all residents accepted to fill 3 questionnaires concerning knowledge about these 3 tests. All residents accepted to fill 3 questionnaires. None of the residents correctly knows how to perform all pressure measurements (ABI, postexercise ABI, and TBI). Two residents had the knowledge to perform the whole ABI at rest procedure, whereas no resident had the knowledge to perform neither the postexercise ABI (P=0.48) nor the TBI (P=0.48). Twelve residents correctly completed the question regarding the interpretation of ABI at rest, whereas 2 correctly completed the postexercise ABI question (P=0.001) and 4 the TBI question (P=0.02). The number of residents who have performed more than 20 measurements is higher regarding ABI at rest than postexercise ABI and TBI (84%, 5%, and 37% respectively; P<0.001 and P=0.006 respectively) and significantly less often in postexercise ABI than TBI (5% vs. 37%; P=0.04). This study shows for the first time that residents' knowledge of pressure measurements (resting-ABI, postexercise ABI, and TBI) of 4 French medical school are insufficient although the importance of pressure measurement has been strongly highlighted by the newly released PAD guidelines (2016) for PAD diagnosis.

‘My language … I don’t know how to talk about it’: children’s views on language diversity in primary schools in France and England

ABSTRACTThis article investigates the ways in which children from immigrant backgrounds view the place of ‘other’ languages in primary schools in France and England. This article draws on findings from a cross-national ethnographic study, which investigated the experiences of 10- and 11-year-old children of immigrants in two primary schools, one in France and one in England. It shows how, in both schools, children had to negotiate the symbolic domination of a single legitimate language and viewed their other languages as inferior, undesirable or illicit. Building on the work of Pierre Bourdieu, findings in this paper contribute insights into the complex debates around language diversity, multilingualism and intercultural communication in schools in France and England.

Introduction: Urban Schools in France

This short essay introduces four articles on urban schools in France and provides a framework for a comparative analysis of urban schools in France and the United States.

Engaging with emergent bilinguals and their families in the pre-primary classroom to foster well-being, learning and inclusion

ABSTRACTThis article presents data from a longitudinal study undertaken in a pre-primary classroom of 3–4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher’s intercultural competence facilitated the emergent bilingual children’s transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that the establishment of trusting relationships and safe spaces for these children and their families favoured the emergence of co-educational practices, namely in the area of literacy and fostered their well-being, learning and inclusion.

Behind the fertility–education nexus: what triggered the French development process?

The education–fertility relationship is a central element of the models explaining the transition to sustained economic growth. But many determinants of this relationship have not yet received more systematic attention. In this paper, we apply a three-stages least-squares estimator on French county-level data, including newly collected data, to better understand the causal effects running from education to fertility, and vice versa. We put forward the hypothesis that a decrease in fertility was strongly associated with greater schooling in France during the nineteenth century. Besides, we emphasize the relevance of taking account of gender equality and family organization when explaining the education–fertility relationship.

Representing the Quantum Object Through Fiction in Teaching

Our work extends a previous study of epistemological presuppositions in teaching quantum physics in upper scientific secondary school in France. Here, the problematic reference of quantum theory’s concepts is treated at the ontological level (the counterintuitive nature of quantum objects). We consider the approach of using narratives describing possible alternative worlds to address the issue. These possible worlds are based on the counterfactual logic developed in the work of D. Lewis. We will show that the narratives written by G. Gamow describe such possible worlds. Some parts of these narratives are found in textbooks in France. These worlds are governed by laws similar to but importantly different from those in our real world. They allow us to materialize properties inaccessible to everyday experience. In this sense, these fiction stories make ontological propositions concerning the nature and structure of the fundamental elements of our physical universe.

Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion?

One way to foster active social inclusion is to enable students to develop a positive attitude to “foreignness”. Creating a situation where mainstream students are less wary of foreign languages and cultures, and where newcomers feel their linguistic background is being valued, provides favourable conditions for the inclusion of these newcomers in the classroom and in society. However, language classrooms in French schools rarely take any previously acquired linguistic knowledge into account, thus unconsciously contributing to the rift between multilingual learners (e.g. 1st- and 2nd-generation immigrant children, refugees, children of parents with different mother tongues) and French learners. Native French learners’ first experience of learning another language is usually when English is added as a subject to their curriculum in primary school. In some schools in France, English lessons now include the simulation of multilingual situations, designed in particular for the French “quasi-monolingual” students to lose their fear of unknown languages and “foreignness” in general. But the overall aim is to help both groups of learners become aware of the positive impact of multilingualism on cognitive abilities. However, to achieve long-term effects, this awareness-raising needs to be accompanied by maximum engagement on the part of the students. This article explores an instructional strategy termed Pluralistic Approaches based upon Unknown Languages (PAUL), which was designed to develop learning strategies of quasi-monolingual students in particular and to increase learner engagement more generally. The results of a small-scale PAUL study discussed by the author seem to confirm an increase in learner engagement leading to an enhancement of learning outcomes. Moreover, PAUL seems indeed suitable for helping to prepare the ground for social inclusion.

Transmitting Faith in the Republic:Muslim Schooling in Modern Plural France

ABSTRACTThis article explores and analyzes private Muslim schooling in France using ethnographic research performed in 2013–2014 in Lille-, Lyon-, and Paris-based Muslim schools. The article discusses the course content and the interpretations of Islam that are taught, demonstrating how French republican values are fused together with Islam to promote a specific brand of French Muslim citizenship and identity. I argue that Muslim schools should be seen as part of the process of the normalization of Muslim-based civic engagement and that they represent a particular response to France's new plurality that reinterprets the boundaries of “French” and “Muslim.”

Learner agency and non-native speaker identity in pedagogical lingua franca conversations: insights from intercultural telecollaboration in foreign language education

ABSTRACTThis article discusses insights gained from a case study on telecollaboration for intercultural communication in foreign language school contexts. Focus was on non-native English and German lingua franca conversations between pairs of students (aged 14–16, B1 level) from schools in France, Germany, the Netherlands and Spain. Telecollaboration support included the BigBlueButton video communication platform and Moodle chat. The overall objective was to explore the pedagogical potential of pedagogical lingua franca exchanges via telecollaboration for authentic intercultural communication practice and foreign language competence development beyond the face-to-face classroom. Qualitative and quantitative analyses of oral and written lingua franca conversations and corresponding reflective feedback interviews provided evidence of (a) increased learner agency in connection with communicative participation, topic development, languaging for communicative success and rapport building, and (b) emerging emancipatory qualities of non-native speaker identity including a growing sense of speaker satisfaction and trust in one's own creativity and strategic resourcefulness. The crucial pedagogical key was an open, social constructivist language learning orientation combined with rich opportunities for authentic communication. Intercultural communicative competence development was significantly improved, and transcending the foreign language classroom to include elements of real life became a tangible experience for the students and teachers involved.

Détection précoce des troubles psychiques en milieu scolaire : le dispositif Fil Harmonie

ObjectiveMost psychiatric disorders arise during adolescence, a period of life during which school takes an important place. School in France has an official mission of health education and prevention, and early detection of mental disorders is part of these goals. The aim of this study is to describe an innovative service operating in Paris that helps educational staff to deal with students having psychological or psychiatric symptoms. The Fil Harmonie program was launched in 2011. It consists of a telephone line available to all educational staff working for high schools in Paris. MethodsWhen in need of assistance, a member of the educational staff can call the dedicated hotline and expose the situation of their student to a trained psychologist. Over the course of the study, data concerning these phone calls were collected such as: socio-demographic characteristics of the student, the reason behind the call, the caller's professional role within the school, and care pathway information. All data collected during the phone calls were anonymized and computerized. We performed an observational descriptive study based on this data by using mixed methods: we integrated quantitative analysis and qualitative research in order to provide a better understanding of the Fil Harmonie program. ResultsBetween 18 September 2013 and 12 May 2014, the Fil Harmonie program handled 68 calls from educational staff. Students concerned by the calls were aged between 11 and 22 and the average age was 17.3 years. Over half (52.5%) of the pupils concerned had never seen a mental health professional before the call. In more than 70% of cases, the caller was a school nurse while other professionals such as teachers or headmasters represented only a minority of the callers. Approximately two thirds (67.2%) of students were described by the caller as socially isolated and 48.2% were described as sad or anhedonic. One out of four (26.7%) had repeated a school year at least once, and 55.9% of young people for whom a member of staff contacted Fil Harmonie had been missing class. In 56.7% of cases, there had been no contact with the student's family about the psychological situation. The qualitative analysis particularly highlighted the complexity of the collaboration between the family and the educational staff. ConclusionSchooling is an important opportunity to seize in mental health regarding early detection and access to care. By fostering collaboration between educational professionals and mental health services, Fil Harmonie meets a public health objective of prevention and should contribute to the reduction of care delays thus leading to better treatment outcome. Our study shows that such programs are feasible and answer a real need in our current health care system.

Optimization and Preclinical Perception of an Artificial Simulator for Endodontic Training: A Preliminary Study

The aim of this study was to evaluate the performance of ceramic, hybrid ceramic, and commercial plastic bloc root canal simulator (RCS) as preclinical training aids in the learning phase of endodontic treatments. A previously developed hydroxyapatite ceramic RCS was improved by adding epoxy resin to the ceramic matrix to more closely mimic the organic phase of dentin and to simulate the clinical situation as realistically as possible. The sintered hydroxyapatite ceramic RCS was vacuum infiltrated with epoxy resin, and the degree of infiltration was evaluated by methylene blue staining. The suitability of the resin-infiltrated ceramic simulator (CR) for preclinical endodontic training was compared to that of a non-infiltrated ceramic simulator (C) and a commercial epoxy bloc (P) using a cohort of 30 dental students at one dental school in France. The study was conducted in 2016. The students' perceptions following the required exercises using the CR, C, and P were scored using a questionnaire. The learning outcomes were also assessed by examining the canal preparations that the students performed on extracted teeth using a master cone try-in test. The vacuum process resulted in a good degree of resin infiltration into the ceramic. The questionnaire showed that the C and CR groups generally reported greater satisfaction, especially for radiographic visualizations, than the P group. The CR group had a higher score than the P group for tactile sensation. There was no significant difference among the three groups with respect to the canal preparations using extracted teeth. Resin infiltration improved the performance of the ceramic RCS, especially with respect to perception during root canal instrumentation. A larger scale student training investigation and an assessment by experienced endodontists are required to validate the model.

Vaccine Education of Medical Students: A Nationwide Cross-sectional Survey

Physicians play a primary role in vaccination of the population. Strong initial training of medical students is therefore essential to enable them to fulfill this role. This cross-sectional nationwide online survey conducted between September 2015 and January 2016 obtained 2,118 completed surveys from 6,690 eligible respondents (response rate, 32%) at 27 of 32 medical schools in France regarding their education about vaccination. The data were analyzed in April-June 2016. The survey covered their knowledge, attitudes, practices, and perceptions, and assessed their level of perceived preparedness for their future practice as interns. Around a third of the students (n=708, 34%) felt insufficiently prepared for questions about vaccination, especially for communicating with patients on side effects (n=1,381, 66%) and strategies to respond to vaccine hesitancy (n=1,217, 58%). The mean knowledge score was 26/45 (SD=7.9). Lecture courses, which are the main education method used in French medical schools (1,891/5,660 responses, 33%), were considered effective by only 11% of students (693/6,155 responses), whereas practical training was significantly associated with better perceived preparedness (p<0.001). In conclusion, education about vaccination during medical school in France is not optimal. Methods based on practical learning methods (case-based learning, clinical placements, and other hands-on methods) appear to produce the best results and must be favored for improving students' preparedness.

Revolution, Illuminismus und Theosophie. Eine Genealogie der „häretischen“ Historiographie des frühen französischen Sozialismus und Kommunismus

Zusammenfassung Historische Studien, die sich in den 1830er und frühen 1850er Jahren mit der Geschichte von Sozialismus und Kommunismus beschäftigten, haben diese in eine dezidiert religiöse, „häretische“ Tradition gestellt. Diese wurde entweder von Kritikern als eine Verfälschung des Christentums dargestellt, oder aber von Sozialreformern als Kern des wahren Christentums, das den korrumpierten Kirchen entgegengesetzt wurde. In diesen Narrativen nahmen die Bezeichnungen illuminisme, théosophie und mysticisme eine bemerkenswert zentrale Stellung ein. Im Artikel soll daher die Genealogie dieser unklaren Bezeichnungen im gegebenen Kontext nachgezeichnet werden. Es wird argumentiert, dass sich die damit verbundenen Narrative bis in freimaurerische und theologische Diskurse des 18. Jahrhunderts zurückverfolgen lassen, die sich um die Frage nach der „wahren“ Religion drehten. Im Zuge der Französischen Revolution erfuhren diese Narrative eine vielgestaltige Politisierung. Die Betrachtung dieser Entwicklungen erlaubt abschließend grundsätzliche Überlegungen zur Historiographie des Sozialismus sowie zum Verhältnis von Religion und Politik vor dem Hintergrund eines genealogischen Ansatzes.

Between Innovation and Tradition: French Design Schools, their Historical Roots and their Innovation System

Over the last two decades, a new kind of learning programme to promote innovation and ‘individual creativity’ has seemed to flourish at the global level in numerous universities, engineering and business schools within industrial and emergent countries. If some are really well known, such as the Stanford D. School, many have been created within old institutions. In France, the empirical field of the article, one can count more than 20 innovation/design schools. These ‘innovation’ training courses are based on participative pedagogical approaches, often mainly related to ‘design thinking’ methods, linked to new technologies, multidisciplinary projects and prototyping activities. The article aims to consider design or innovation schools in France as a result of the complex interaction between the historical roots of French higher technical education and new education pathways arising from the transfer of an international standardised model that began in Stanford or the U.S.JEL Codes: I21, 032, 039, M13

Mental health provision in schools: approaches and interventions in 10 European countries.

The role of schools in providing community-based support for children's mental health and well-being is widely accepted and encouraged. Research has mainly focused on designing and evaluating specific interventions and there is little data available regarding what provision is available, the focus and priorities of schools and the professionals involved in providing this support. The current study presents these data from schools in 10 European countries. Online survey of 1466 schools in France, Germany, Ireland, Netherlands, Poland, Serbia, Spain, Sweden, UK and Ukraine. The participating countries were chosen based on their geographical spread, diversity of political and economic systems, and convenience in terms of access to the research group and presence of collaborators. Schools reported having more universal provision than targeted provision and there was greater reported focus on children who already have difficulties compared with prevention of problems and promotion of student well-being. The most common interventions implemented related to social and emotional skills development and anti-bullying programmes. Learning and educational support professionals were present in many schools with fewer schools reporting involvement of a clinical specialist. Responses varied by country with 7.4-33.5% between-country variation across study outcomes. Secondary schools reported less support for parents and more for staff compared with primary schools, with private schools also indicating more staff support. Schools in rural locations reported less student support and professionals involved than schools in urban locations. The current study provides up-to-date and cross-country insight into the approaches, priorities and provision available for mental health support in schools; highlighting what schools prioritise in providing mental health support and where coverage of provision is lacking.

A preference ordered classification to leader learners identification in a MOOC

This paper presents a methodology relying on the DRSA approach (Dominance-based Rough Set Approach) so as to make a multi-criteria decision about the classification of a Massive Open Online Course (MOOC’s) learner in one of the two preference-ordered decision classes: Cl1 for ‘Not Leader Learners’ and Cl2 for ‘Leader Learners’. This methodology is based on two phases: the first aims at inferring a preference model while the second consists of classifying the MOOC’s learners in one of the two decision classes based on the previously inferred preference model. The first phase is made of three steps: the first is to identify assignment examples of learners, the second is to construct a family of criteria for learners’ characterization and the third is to infer a preference model resulting in a set of decision rules. This methodology is periodically implemented at the beginning of each current week of the MOOC using data of the previous week. It has been validated on real data of a French MOOC proposed by a business school in France.

Women in interventional cardiology: The French experience

ObjectivesExploring the discrepancy in sex-ratio among interventional cardiologists by analysing the population of the female interventionalist. BackgroundDespite an increase number of women who graduate from medical school in France during the last generation today, women represent only 24% of all cardiologists and 3% are interventional cardiologists. To face this international gender-based issue of interventional cardiology, committees were established in US (WIN) and recently within the EAPCI: the Women EAPCI chaired by Drs Mehilli and Mauri. In France, the Intervention’Elles committee emerged in order to participate in this concern. MethodsAs a first initiative, the Intervention’Elles group launched an e-survey to obtain information on the population of French female interventional cardiologists, focused on demography, work patterns, maternity and radiation exposure. ResultsMean age is 40 years old (±7,4), 68% are working in large volume center, 28% have also structural interventional activity. Only 40% have left arm coverage. Despite 80% of French female interventional cardiologists wear personal dosimeters only 45% of them have a dosimetry feedback. Interestingly, even if 54% of women have children (mean: 1.9±1) 28% of them report that childbearing had interfered with their career plan. ConclusionThis questionnaire identifies for the first time the women population in interventional cardiology in France and highlights some of the issues encountered in more detail. This first descriptive step would help to develop strategies for attaining gender equality in interventional cardiology.

France's Évin Law on the control of alcohol advertising: content, effectiveness and limitations.

To assess the effectiveness of the 2015 version of the French Évin Law that was implemented in 1991 with the objective of protecting young people from alcohol advertising. Data were obtained from survey questions measuring exposure and receptivity to alcohol advertisements that were introduced for the first time in the 2015 European School Survey Project on Alcohol and Other Drugs (ESPAD). A representative sample of 6642 10th-12th grade students (mean age 17.3years) were interviewed in 198 schools in France by a self-administered questionnaire. Information was collected on alcohol advertising exposure in different media (outside billboards, internet, etc.) and receptivity to recent advertisements (attractiveness, incentive to drink, etc.). The majority of students declared that they had been exposed at least once a month to alcohol advertisements in supermarkets (73.2%), in movies (66.1%), magazines and newspapers (59.1%), on billboards in streets (54.5%), and on the internet (54.1%). Concerning the last recalled advertisements, 27.8% remembered the beverage type, 18.2% the brand, 13% felt like having a drink after having seen the advertisement and 19.6% found the advertisement attractive (boys ranked significantly higher than girls for all these indicators; P-value<0.05). The 2015 version of the French Évin law does not appear to protect young people effectively from exposure to alcohol advertising in France.

Metodinė mokykla istoriografijoje: samprata, teoriniai pagrindai ir sąryšiai su Lietuva

Istoriografinės paradigmos – tai tik vienas iš galimų istoriografijos raidą aiškinančių modelių, tik, ko gero, stambiausi dariniai istoriografijos raidoje. Tačiau tam tikrai konkrečiai istoriografijos tradicijai analizuoti reikia taikyti ir kitas istoriografijos raidos artikuliacijas bei aiškinimo būdus. Istoriografijos istorikai kalba apie mokyklas, kryptis, sroves ir panašias tiek idėjinius, tiek socialinius raidos momentus apimančias kategorijas, kurios savo apimtimi yra savotiškos tarpinės istoriografijos raidos grandys tarp istoriografinių paradigmų ir atskirų istorikų veiklos. Lietuvoje vykdomų istoriografinių tyrimų visumoje įvairios istoriografinės mokyklos dažnai lieka akademinių interesų užribyje. Šiuo straipsniu atkreipiamas dėmesys į Trečiosios Prancūzijos Respublikos (Troisième République, 1870–1940) metais Prancūzijos istorijos moksle dominavusią istoriografinę mokyklą. Nagrinėjamos Metodinės mokyklos (École Méthodique) ištakos, vadinamasis metodinis posūkis istoriografijoje, išryškinami kanoniniai mokyklą fundavę ir jos pobūdį formavę tekstai, istorijos metodologijos supratimo svarbiausios nuostatos ir principai. Pasitelkus idėjų istorijos ir istoriografijos studijų teikiamas galimybes, analizuojama tos mokyklos samprata ir teorinės nuostatos. Siekiant konceptualesnio žvilgsnio įdėmiau pažiūrima, kaip Trečiosios Respublikos istoriografinės tradicijos yra analizuojamos šiandienėje istoriografijos istorijoje. Straipsnio lituanistinį aktualumą grindžia sąryšių ir paralelių identifikavimas, prancūziškosios Metodinės mokyklos veiklos atgarsių paieška besiformuojančioje lietuviškojoje istoriografinėje tradicijoje.

The challenges facing Catholic education in France today

The effects of secularisation on society demand a rethinking of the identity and mission of Catholic schools in France. In 2013, the French bishops published a new directory which offers new approaches, described here, based on the three challenges facing Catholic education in France: linking social responsibility and evangelisation, setting up educational communities to carry out the Church’s mission and forming teachers. These challenges can be summed up in just one: working out new educational practices which will transform schools into social models of charity in the name of the Kingdom of God.