Relevant bibliographies by topics / Seconde chance

Academic literature on the topic 'Seconde chance'

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Published: 8 June 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Seconde chance":

1

Habermas, Jürgen, Jean-Marc Durand-Gasselin, and Olivier Gouchet. "La seconde chance." Esprit Novmbr, no. 11 (2020): 109. http://dx.doi.org/10.3917/espri.2011.0109.

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2

Colonna, Marie-Laure. "La seconde chance de Job." Cahiers jungiens de psychanalyse 105, no. 3 (2002): 79. http://dx.doi.org/10.3917/cjung.105.0079.

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3

Arnauld, Gilles. "Illettrisme : les conditions d’une seconde chance." Agora débats/jeunesses 15, no. 1 (1999): 7–10. http://dx.doi.org/10.3406/agora.1999.1656.

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Hensch, Takao K. "Une seconde chance pour le cerveau ?" Cerveau & Psycho N° 94, no. 11 (January 11, 2017): 28–34. http://dx.doi.org/10.3917/cerpsy.094.0028.

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Kalogridi, Athila, and Domitille Nicolet. "Qui a une véritable seconde chance en Grèce ?" Plein droit 137, no. 2 (July 27, 2023): 39–42. http://dx.doi.org/10.3917/pld.137.0041.

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Les récentes réformes du fonctionnement de l’instance grecque d’appel contre les décisions de refus de protection internationale ont entraîné une dégradation de la qualité de l’examen des demandes d’asile dont l’association Equal Legal Aid (ELA 1 ), à travers l’accompagnement par ses avocates de 61 dossiers en appel entre juillet 2021 et décembre 2022, est l’observatrice et le témoin.
6

Gorgeu, Armelle, and René Mathieu. "Le cap « exploitation d'installations industrielles » : une seconde chance pour les non-diplômés ?" Formation Emploi 80, no. 1 (2002): 53–69. http://dx.doi.org/10.3406/forem.2002.2988.

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Eckert, Henri, and Bernard Hillau. "La diversification du niveau IV de formation, les paradoxes de la seconde chance." L’Orientation scolaire et professionnelle 22, no. 2 (1993): 147–67. http://dx.doi.org/10.3406/binop.1993.1433.

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À la fin des années 80, l’augmentation générale des flux d’accès au niveau IV de formation conjugue une forte croissance d’effectifs des baccalauréats généraux et technologiques et l’émergence, dans le paysage éducatif, d’un diplôme nouveau, le baccalauréat professionnel. Pour les milieux professionnels qui sont à l’origine de la demande, l’enjeu est un accroissement et un meilleur contrôle des flux de sortie du système scolaire à ce niveau, au profit des emplois de fabrication et pour une meilleure intégration des fonctions dans l’entreprise. La réponse des pouvoirs publics quant à elle s’inscrit dans une logique de développement de la scolarisation et de rééquilibrage des filières. L’accès au baccalauréat se généralisant, l’avenir du baccalauréat professionnel, filière de la «seconde chance», pourrait être hypothéqué par un rétrécissement des flux vers les filières professionnelles après le collège. Seule une évolution du marché du travail plus favorable aux savoirs pratiques et aux activités ouvrières rendrait les enseignements professionnels à nouveau attractifs.
8

Jacques, Marie-Hélène. "Validation des acquis de l’expérience et accompagnement: «seconde chance» ou nouveau risque d’inégalités?1." L’Orientation scolaire et professionnelle, no. 38/2 (June 15, 2009): 161–81. http://dx.doi.org/10.4000/osp.1895.

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Cauville, Joëlle, and Josette Déléas. "Fragments orphiques dans Hiroshima mon amour de Marguerite Duras et d'Alain Resnais." Cinémas 9, no. 2-3 (October 26, 2007): 159–73. http://dx.doi.org/10.7202/024792ar.

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RÉSUMÉ Comme Orphée, la Française d'Hiroshima mon amour a droit à une seconde chance, à vivre un second amour. Comme Orphée, elle devra renoncer à cet amour, en prenant conscience de l'oubli universel dans lequel elle engloutira Nevers et Hiroshima. Toutefois, cette prise de conscience du personnage incarné par Emmanuelle Riva, loin de se solder par un échec, débouche sur une liberté nouvelle : elle retrouve le goût de l'amour interdit, car elle est redevenue disponible. Cette évolution constitue un exemple de réécriture du mythe au féminin, réécriture qu'Alain Resnais ne trahit pas dans son interprétation cinématographique du scénario de Marguerite Duras.
10

Annane, D., P. E. Bollaert, A. Demoule, J. P. Mira, X. Monnet, J. L. Teboul, and A. Vieillard-Baron. "La Haute Autorité de santé prive les patients en choc septique de vasopressine : une perte de chance !" Médecine Intensive Réanimation 28, no. 4 (June 21, 2019): 300–302. http://dx.doi.org/10.3166/rea-2019-0112.

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Le choc septique demeure un grave problème de santé publique en raison de son incidence élevée et du taux élevé de morbimortalité. Les recommandations internationales concernant la prise en charge hémodynamique font une place à la vasopressine en seconde ligne chez les patients « réfractaires » à la noradrénaline. L’arginine-vasopressine a obtenu l’Autorisation européenne de mise sur le marché le 31 mai 2018. Ce médicament est disponible dans de nombreux pays. Pourtant, la Haute Autorité de santé vient de refuser l’inscription de l’arginine-vasopressine dans cette indication. Cet article met en lumière la discordance d’appréciation de l’évidence scientifique entre la Haute Autorité de santé et les nombreuses sociétés savantes qui ont endossé les recommandations de la Surviving Sepsis Campaign.
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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Seconde chance":

1

Vollet, Juliette. "Tribulations d'une jeunesse sans diplôme : de l'école aux dispositifs « seconde chance »." Thesis, Bordeaux, 2016. http://www.theses.fr/2016BORD0193/document.

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Face aux bouleversements économiques et sociaux qui ont affecté la société française depuis les années 70, le décrochage scolaire, c’est-à-dire la sortie du système de formation initiale sans avoir obtenu un diplôme de niveau V (BEP ou CAP) ou de niveau supérieur(baccalauréat), est appréhendé aujourd’hui comme un risque pour le bien-être individuel et collectif. Un large éventail de mesures a donc été déployé pour lutter contre le décrochage scolaire : des mesures préventives qui visent à prévenir les arrêts scolaires prématurés, et des mesures réparatrices dont l’objectif est de favoriser le « raccrochage », c'est-à-dire le retour des jeunes décrocheurs dans un parcours de formation.Sur un plan scientifique, les processus menant au décrochage scolaire sont désormais connus.En revanche, peu d’informations existent sur les processus de raccrochage. Prenant acte de cette lacune, cette thèse propose de tourner le regard vers ce qu’il se passe en aval du décrochage scolaire, en retraçant le parcours des « décrocheurs » qui « raccrochent », en observant le fonctionnement des dispositifs dits de « seconde chance » et en en questionnant les effets. Pour ce faire, on privilégie une approche séquentielle des trajectoires, en identifiant trois séquences clés du processus : la séquence de décrochage, la séquence de raccrochage et la séquence d’accrochage au dispositif. L’enjeu est d’éclairer les ingrédients qui provoquent le basculement d’une séquence à l’autre. On s’appuie pour cela sur 120 entretiens semidirectifs menés auprès de jeunes « décrocheurs » inscrits ou ayant été inscrits au sein de trois types de dispositifs de « remédiation » au décrochage : les Écoles de la deuxième chance qui visent le retour en formation ou l’entrée en emploi par des mises en stage fréquentes et une remise à niveau scolaire, les Établissement Publics d’Insertion à la Défense qui s’appuient sur un encadrement et des règles d’inspiration militaire pour favoriser l’obtention d’un emploi, et les microlycées ou structures innovantes de l’Éducation nationale qui préparent au baccalauréat.On observe d’une part que le temps est un ingrédient majeur du raccrochage, difficilement pris en compte par les dispositifs chargés de l’accompagnement des décrocheurs, et d’autre part que l’accrochage au dispositif de « remédiation » est indexé aux lectures que les jeunes font de leur situation présente, et qui engagent leur expérience scolaire passée, les contraintes de la formation et ses apports quotidiens ou supposés. On montre aussi que le raccrochage n’est pas le pendant événementiel du décrochage. L’action des dispositifs de remédiation est en effet contrainte par leurs environnements social et économique, de sorte qu’ils ne peuvent garantir à tous les jeunes qu’ils accueillent, une stabilisation de leurs situations sociale et personnelle
Dropping out of school has been seen as a risk rather than for individual than for collective well-being given the economic and social up heavals of the French society since the 70’s. A lot of measures have been implemented to tackle the phenomenon whether preventive or repairing. The first ones aim to prevent the dropout and the others are meant to promote the « school reconnection », or in other words to encourage the dropouts to return to school. Processes leading to dropout are now well-known from a scientific perspective. By contrast, there is only limited information on processes leading to reconnect with education. With the objective to fill this gap, this PhD provides a focus on what happens for the dropouts after they leave school, redrawing their path to « school reconnection ». This study includes an observation of the functioning of the so-called « seconde chance » establishments and an analysis of their effects on their pupils. Through a sequential approach of those paths, we identified three key sequences: the dropout, the reconnection and the remaining sequence in which young people invest their reconnection training. I wanted to highlight the ingredients leading to a sequence to another. To do so, I lead 120 semi-structured interviews with young people who dropped out and are now or have been registered within 3 types of French remediation establishments : the « Écoles de la Deuxième chance », the « EPIDe»(Établissement Publics d’Insertion à la Défense), and the « SRE » (Structures de retour à l’école).To begin with, I noted that time is a key ingredient for school reconnection. Furthermore I noticed that the remaining sequence depends on how young people read their situation combining their past scholar experience, the reconnection program constraints and its contributions, effective or expected. Finally, I observed that remediation establishments rely on their social and economic environment, meaning that the « reconnection » can not be viewed as a counterpart of dropout
2

Boussahba-Bravard, Myriam. "Une seconde chance pour la vie : l'éducation pour adultes à Liverpool, 1980-1989." Clermont-Ferrand 2, 1994. http://www.theses.fr/1994CLF20060.

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A Liverpool, les quartiers défavorisés sont synonymes d'échecs scolaire, social, économique, politique. Rien ne semble pouvoir briser le cercle familial de la marginalisation dans lequel les enfants sont entraînés très tôt : rien si ce n'est l'éducation pour adultes. Cette dernière est un formidable instrument contre la marginalisation présente des parents, et celle à venir des enfants. En plaçant l'individu au coeur de la stratégie, elle apporte des solutions aux personnes, et les délivre d'un mode de vie fondé sur la frustration et l'assistanat. Une fois reconnue à sa juste valeur, l'éducation pour adultes peut aussi jouer un rôle fondamental dans la régénération urbaine des quartiers défavorisés, fournissant cette fois-ci un remède collectif. Il est temps que les décideurs politiques cessent de la négliger et apprennent ce qu'elle peut apporter. Elle pourra alors s'intégrer à une politique urbaine plus globale et humaine dont les solutions seront plus durables. Dans cette double perspective, elle propose une seconde chance à nos concitoyens britanniques défavorisés et elle les aménera à se réinsérer dans la société européenne des années futures
In liverpool, the inner city means social, economic, school and family failures. Nothing seems able to interrupt the vicious circle of marginalisation in which children are trapped very early: nothing except adult education. The latter is a great instrument against the current exclusion of parents, and the future one of children. Because it deals with individuals, it brings about solutions to persons, and free them from a life of frustration and assistance. Once acknowledged, adult education should also play a very important part in the urban regeneration of inner city areas, supplying thereby a collective answer. It is time that political decision-makers should stop neglecting it and learn what it can provide. Then it will be able to take part in more comprehensive, more human urban policies whose actions will last longer. In this double perspective, adult education offers british disadvantaged citizens a second chance to live which will help them to be part of the european society of the future
3

Zoghlami, Saida. "Une seconde chance pour l' «illettré» ? : récits de vie : une clinique de l'expérience difficile." Paris 8, 2007. http://www.theses.fr/2007PA083807.

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"Ce travail de recherche porte sur l'histoire de toute personne "illettrée" qui a été confrontée à des situations et des expériences diverses ayant perturbé sa vie dans toutes ses dimensions, humaines, sociales, professionnelles et culturelles. L'objectif de cette thèse est de mettre l'accent sur le dispositif de formation qui accueille dans la plupart des cas des "illettrés" qui ont une image négative d'eux-mêmes et qui souhaitent être écoutés, pris en conside��ration, reconnus et respectés dans leur être et leur identité. Ainsi, nous avons posé le problème global de la formation des adultes en difficulté face aux savoirs de base : objectifs, conduites, stratégies éducatives, méthodes, médiations, etc. Dans la pratique, la question est de savoir comment le formateur aide et accompagne la construction de l'apprenant. Aborder ces questions, c'est entre autres viser à la compréhension du "comment cela fonctionne". C'est aussi permettre une mise en lien et favoriser l'accès à l'anticipation de la personne. Comment anticiper, comme se projeter vers un avenir et passer par une abstraction temporelle ? En se basant sur des observations et des entretiens qualitatifs, nous avons essayé de mettre en lumière ce contrat éthique moral et social entre le stagiaire et le formateur pour une nouvelle conception du monde. "
This survey is about illiterate persons who have been faced with diverse situations and experiences that have upset their lives in all aspects: human, social, professional as well as cultural ones. This thesis aims at focusing on the training facilities designed to cater for illiterate people, most of whom have a negative image of themselves and wish to be listened to, to be socially integrated, considered and respected in their own self and identity. Thus, we raise the global issue of training for adults lacking basic knowledge: objectives, course of action, educational strategies, methods, mediations and so forth. Practically, the question is to know how the teacher helps and backs up the learner's intellectual progress. This issue also brings in the need for an understanding of this progress: how does it work? How does anticipation work? How does projection towards the future through temporal abstraction work? On the basis of observations and qualitative interviews, we tried to highlight the ethical, moral and social contract between the trainee and the trainer for a new conception of the world
4

Beattie, Jessica Kathrine. "Second Life, Second Chance." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011809/.

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This is a collection of two stories, one fiction and one non-fiction, in communication with one another. Both stories explore how trauma can transform a life. In "Tabula Rasa," Mena is unable to recall her past after being beaten and left for dead. She must choose whether to uncover her past or forget it and move forward with her life. Set in a town run by witches, Mena learns that both choices are dangerous. In "Eternal Second," the narrator recounts the aftermath of her husband's suicide. She explores how trauma invades all aspects of her life. In both stories, women must navigate a new life created by the destruction of the old one.
5

Martínez, Palomino Juan Agustín, Pachas Flor de Maria Guadalupe Ortiz, Cáceres Jhonny Daniel Salvatierra, and Gonzales Arturo Rodolfo Sánchez. "Second Chance." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2020. http://hdl.handle.net/10757/652846.

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Second Chance nace como una idea de negocio alternativo al comercio de prendas de vestir basado en un enfoque sostenible ofreciendo una segunda oportunidad a las prendas de vestir en buen estado y desarrollar así un mercado de comercio en línea altamente rentable. Se identificaron dos problemáticas, en primer lugar, personas que poseen gran cantidad de prendas en desuso, las cuales se encuentran en buen estado y desearían poder deshacerse de ellas a cambio de un ingreso monetario, en segundo lugar, personal que estarían dispuestas a comprar prendas de segunda mano de calidad a bajo precio y en buen estado ya que no cuentan con efectivo suficiente para adquirir las prendas nuevas, es así que Second Chance desarrolla una plataforma web con la finalidad de dar atención a estos problemas identificados proveyendo un espacio practico y seguro. Los clientes potenciales de la compañía pertenecen a un sector socioeconómico B y C con estilo de vida moderno y progresista. El mercado al cual se enfoca el negocio es uno existente, sin embargo, la propuesta de valor del proyecto espera promover la moda sostenible como alternativa de consumo. Para ello Second Chance cuenta con un equipo altamente calificado para desempeñarse en cada una de las unidades administrativas. Se proyecta generar un alto índice de rentabilidad al finalizar el quinto año de operaciones, así también, luego de analizar dos escenarios, optimista y pesimista, se obtiene resultados positivos de alta rentabilidad y alta probabilidad de viabilidad para el proyecto.
Second Chance was born as an alternative business idea to the clothing trade based on a sustainable approach, giving second chance to clothing in good condition and developing a highly profitable online trading market. Two problems were identified, the first one, people who have a large number of obsolete garments, which are in good condition and they wish they could get rid of them at the change of a monetary income, the second one, there are people who would be willing to buy garments second-hand quality at a low price and in good condition since they do not have enough cash to purchase the new garments, so Second Chance develops a web platform in order to address these identified problems, demonstrating a practical and safe space to buy. The company's potential customers affected are a socio-economic sector B and C with a modern and progressive lifestyle. The market to which the business focuses is an existing one, however, the value proposition of the project hopes to promote sustainable fashion as an alternative for consumption. For this Second Chance has a highly qualified team to perform in each of the administrative units. It is projected to generate a high profitability index at the end of the fifth year of operations, as well as, after analyzing two scenarios, optimistic and pessimistic, positive results of high profitability and high probability of viability for the project are obtained.
Trabajo de investigación
6

Cleary, Naomi. "Second chances." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1327350409.

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Heiden, Elishia. "Somebody Else’s Second Chance." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699902/.

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Charles Baxter, in his essay “Dysfunctional Narratives: or: ‘Mistakes Were Made,’” implies that all trauma narrative is synonymous with “dysfunctional narrative,” or narrative that leaves all characters unaccountable. He writes: “In such fiction, people and events are often accused of turning the protagonist into the kind of person the protagonist is, usually an unhappy person. That’s the whole story. When blame has been assigned, the story is over.” For Baxter, trauma narrative lets everyone “off the hook,” so to speak. He would say that we write about our bitter lemonade to make excuses for our poor choices, and “audiences of fellow victims” read our tales, because their lemonade and their choices carry equal bitterness, and they require equal excuses. While trauma narrative can soothe us, as can other narrative genres, we should not dismiss trauma fiction because of a sweeping generalization. Trauma fiction also allows us to explore the missing parts of our autobiographical narratives and to explore the effects of trauma—two endeavors not fully possible without fiction. As explained in more detail later, the human mind requires narrative to formulate an identity. Trauma disrupts this process, because “trauma does not lie in the possession of the individual, to be recounted at will, but rather acts as a haunting or possessive influence which not only insistently and intrusively returns but is, moreover, experienced for the first time only in its belated repetition.” Because literature can speak what “theory cannot say,” we need fiction to speak in otherwise silent spaces. Fiction allows us to express, analyze, and comprehend what we could not otherwise.
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Peat, Maggie. "Second fiddle or second chance? : the significance of grandfatherhood." Thesis, University of York, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422539.

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Fitzgerald, Sharon. "Adults studying for matric : a second chance." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/17278.

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Includes bibliographies.
This study focuses on a group of African adult students who were registered at St. Anthony's Adult Education Centre on the East Rand in order to complete the secondary education they did not complete at school. It investigates why adult students perceive education, and the matric examination in particular, to be of importance. To this end, an empirical survey was carried out to approach an understanding of the views and perceptions adult students had of themselves and what they were doing and why the empirical survey looks at the question of matric "from below" so to speak, through the eyes of the adult students. In the belief that education is about people and their needs, it is hoped that the empirical survey will bring us closer to the adult students involved. However, to examine the views and perceptions of the adult students in isolation would deny them the contextual richness that gives them life. For this reason, the empirical survey is preceded by a theoretical discourse which offers three perspectives or ways of understanding the education system for Africans: education as a means towards social advancement; education as the reproduction of cultural capital and education as social reproduction. It is hoped that these diverse explanations may not only give insight into the views and experiences of the adult students who took part in the empirical survey, but also offer contrasting thoughts on the role of the education system and the matric examination in particular. Indeed, in the light of the question asked by the title, it is hoped that the contrasting perspectives will contribute to an understanding of the nature of the "second chance" adult students believe they have by studying towards matric.
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Ross, Sharon M. "Youth transitions : re-entry into second chance education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1891.

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The issue of school non-completion continues to be a matter of concern for policy makers and educators in Australia today. Despite the efforts of governments and school systems to make education more responsive to the needs and interests of young people, recent findings testify to a persistent number of early school leavers who were not fully engaged in learning or work. Though numerically small, they are considered to be a socially significant group who face potential risks of long-term unemployment and poverty because of their lack of educational attainment. There is evidence to suggest that young people who are unable to fit in with the traditional school environment and are alienated from schooling for various reasons are able to effectively re-engage with learning through second chance education in Technical and Further Education (TAFE) colleges. This is based mainly on research undertaken in New South Wales, Victoria and South Australia. This portfolio explored the educational experiences of a small group of school non-completers, aged 15 years to 19 years, in Western Australia, with a specific focus on two crucial stages of their transition; their premature exit from school and their re-engagement through second chance programmes in the TAFE environment. The portfolio developed a set of recommendations that spells out in a coherent way, what might be done, to make the transition out of school and the re-entry into TAFE an informed and empowering experience for young people. In order to achieve this, the portfolio first examined the wider literature on the socio- economic, cultural and technological changes at the global level that constitute the terrain through which young people navigate their transitions. This provided the basis for a closer scrutiny of global impacts on local settings and their influence on young people's decisions about leaving and returning to education. More specifically, the vast body of literature on early school leaving and the small but significant studies on re-entry through second chance education were examined in order to provide a deep understanding of the context in which second chance education operates. The conceptual framework that underpinned the portfolio drew on the notions of resistance and voiced research to critique existing explanations of early school leaving. Through the concept of agency, the potential of young people to actively shape their educational transitions amidst enabling and constraining structural forces was also explored. The inquiry section of the portfolio consisted of a series of inter-related, small -scale investigations aimed to identify the potential factors impacting on students' decisions to leave and the efficacy of TAFE in facilitating the re-engagement of early school leavers. A set of principles and guidelines are provided to advance and sustain policy and practice for second chance education. Practical strategies for teaching and learning are provided, along with inclusive practices and support mechanisms for students and staff conducive to the development of a more effective approach to improving the quality of young people's educational transitional experiences.
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Books on the topic "Seconde chance":

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Banks, Maya. Seconde chance. Paris: Milady romance, 2014.

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Danielle, Steel. Seconde chance. Paris: Éd. France loisirs, 2006.

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Jane, Green. Une seconde chance. Paris: Éd. France loisirs, 2011.

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Vernet, Anne. La seconde chance. Arles: Sulliver, 2009.

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Clark, Mary Higgins. Une seconde chance. Paris: Éd. France loisirs, 2004.

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Sparks, Nicholas. Une seconde chance. Neuilly-sur-Seine: M. Lafon, 2013.

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Hannah, Kristin. Une seconde chance. Paris: France loisirs, 1999.

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Sparks, Nicholas. Une seconde chance. Montréal, Québec]: Une Édition du Club Québec loisirs, 2013.

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Cauvin, Patrick. Une seconde chance. Paris: Plon, 2010.

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Hannah, Kristin. Une seconde chance. Paris: Pocket, 2003.

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Book chapters on the topic "Seconde chance":

1

Goode, James F. "Second Chance." In The United States and Iran, 125–37. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25596-2_10.

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Patterson, Nicole B. "Second Chance." In Intersectionality and Leading Social Change in Education, 47–58. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003431992-4.

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Rosengarten, Ruth. "Album." In Second Chance, 93–110. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.06.

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Rosengarten, Ruth. "Hair." In Second Chance, 23–46. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.02.

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Rosengarten, Ruth. "Time." In Second Chance, 181–92. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.11.

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Rosengarten, Ruth. "Afterword." In Second Chance, 254–57. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.17.

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Rosengarten, Ruth. "Unforgotten." In Second Chance, 165–80. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.10.

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Rosengarten, Ruth. "Situating." In Second Chance, 1–22. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.01.

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Rosengarten, Ruth. "Hair." In Second Chance, 243–53. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.16.

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Rosengarten, Ruth. "Abject." In Second Chance, 67–76. Cambridge, UK: Open Book Publishers, 2022. http://dx.doi.org/10.11647/obp.0285.04.

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Conference papers on the topic "Seconde chance":

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Rula, John P., Zachary S. Bischof, and Fabian E. Bustamante. "Second Chance." In SIGCOMM '15: ACM SIGCOMM 2015 Conference. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2787394.2787400.

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Marziliano, Pasquale A., Antonella Veltri, Giuliano Menguzzato, Gaetano Pellicone, and Vittoria Coletta. "A comparative study between “default method” and “stock change method” of Good Practice Guidance for Land Use, Land-Use Change and Forestry (IPCC, 2003) to evaluate carbon stock changes in forest." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-pam-com.

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Maetzke, Federico Guglielmo, Sebastiano Cullotta, Marcello Miozzo, Luciano Saporito, Sebastiano Sferlazza, and Donato Salvatore La Mela Veca. "Climate change resilience of Mediterranean forests." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-fgm-res.

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romano, severino, luigi fanelli, mauro viccaro, francesco di napoli, and mario cozzi. "Climate change and the sink function of forest." In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/cis-sr-cam.

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Dickerson, Bob, Chrystopher L. Nehaniv, and Paul Wernick. "Plus ca change...but what changes and what stays the same?" In Second International IEEE Workshop on Software Evolvability. IEEE, 2006. http://dx.doi.org/10.1109/software-evolvability.2006.5.

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Portoghesi, Luigi. "Forest and global change: will silviculture still have a role?" In Secondo Congresso Internazionale di Selvicoltura = Second International Congress of Silviculture. Accademia Italiana di Scienze Forestali, 2015. http://dx.doi.org/10.4129/2cis-lp-bos.

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Lin, Chu-Hsing, Fuu-Cheng Jiang, Wei-Shen Lai, Wei-Yuah Lee, and Wei-Cheng Hsu. "Counteract SYN flooding using second chance packet filtering." In the 3rd International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1516241.1516279.

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Joshi, Sumit, Yu-An Sun, and Poorvi L. Vora. "The privacy cost of the second-chance offer." In the 2005 ACM workshop. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1102199.1102218.

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HARMON, TIMOTHY. "Apollo Lunar Module ascent propulsion - No second chance." In 28th Joint Propulsion Conference and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1992. http://dx.doi.org/10.2514/6.1992-3125.

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Herman, Geoffrey, Kavya Varghese, and Craig Zilles. "Second-chance Testing Course Policies and Student Behavior." In 2019 IEEE Frontiers in Education Conference (FIE). IEEE, 2019. http://dx.doi.org/10.1109/fie43999.2019.9028490.

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Reports on the topic "Seconde chance":

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Maggio, Marco Di, Ankit Kalda, and Vincent Yao. Second Chance: Life without Student Debt. Cambridge, MA: National Bureau of Economic Research, May 2019. http://dx.doi.org/10.3386/w25810.

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Welters, Linda, Elizabeth Beasley, Nicole Dee-Collins, Sallie Gilcrease, and Catherine Lukens. Second Chances for Paisley Shawls. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1929.

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Vignoli, Daniele. Fertility change in Egypt: from second to third birth. Rostock: Max Planck Institute for Demographic Research, April 2006. http://dx.doi.org/10.4054/mpidr-wp-2006-011.

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Salvanes, Kjell G., Richard Blundell, and Patrick Bennett. A second chance? Labor market returns to adult education using school reforms. The IFS, August 2020. http://dx.doi.org/10.1920/wp.ifs.2020.2820.

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Prasad, Rajiv, and Lai-Yung Leung. Potential Impacts of Accelerated Climate Change: Second Annual Report of Work. Office of Scientific and Technical Information (OSTI), July 2019. http://dx.doi.org/10.2172/1593340.

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Galal, Khaled, Thomas White, and Adam Hand. Second Phase Study of Change in In-Service Asphalt (Vol 1of2). West Lafayette, IN: Purdue University, 2000. http://dx.doi.org/10.5703/1288284313309.

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Galal, Khaled, Thomas White, and Adam Hand. Second Phase Study of Change in In-Service Asphalt (Vol 1of2). West Lafayette, IN: Purdue University, 2000. http://dx.doi.org/10.5703/1288284313310.

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Patel, Pooja, Sosanya Jones, and James Dean Ward. Second Chances: A Qualitative Assessment of the Ohio College Comeback Compact. Ithaka S+R, May 2024. http://dx.doi.org/10.18665/sr.320667.

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Farkac, Ailene. The Media?s Presentation of The Second Chance Act: Funding for Reentry Following Prison. Portland State University Library, January 2014. http://dx.doi.org/10.15760/honors.108.

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Jiang, Xuan, Kelly Chen, Zeynep Hansen, and Scott Lowe. A Second Chance at Success? Effects of College Grade Forgiveness Policies on Student Outcomes. Cambridge, MA: National Bureau of Economic Research, November 2021. http://dx.doi.org/10.3386/w29493.

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To the bibliography