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Artykuły w czasopismach na temat "Éducation des jeunes visiteurs"
Courvoisier, François H., i Antonia Jaquet. "L’interactivité et l’immersion des visiteurs". Décisions Marketing N° 60, nr 4 (1.12.2010): 67–71. http://dx.doi.org/10.3917/dm.060.0067.
Pełny tekst źródłaFirst Rider, Wanda, Aubrey Jean Hanson, Angela Houle, Patricia McCallum, Teresa M. Miles, Maureen Plante i Erin Spring. "Changing the Story: Indigenous Youth Belong in Post-Secondary Education". Alberta Journal of Educational Research 70, nr 1 (13.03.2024): 83–97. http://dx.doi.org/10.55016/ojs/ajer.v70i1.77459.
Pełny tekst źródłaFord, Philip. "An Early French Renaissance Salon: The Morel Household". Renaissance and Reformation 40, nr 1 (1.01.2004): 9–20. http://dx.doi.org/10.33137/rr.v40i1.8942.
Pełny tekst źródłaRahm, Jrène, Marie-Paule Martel-Reny i Violène Simard. "« J’aime jardiner et rapporter quelque chose à la maison. » Le jardin botanique comme espace éducatif non formel et outil de développement des jeunes". Éducation et francophonie 43, nr 1 (1.05.2015): 80–96. http://dx.doi.org/10.7202/1030182ar.
Pełny tekst źródłaChampagne, Marie-Ève. "L’incidence des outils pédagogiques sur la visite des adolescents au musée". Article quatre 5, nr 2 (8.10.2015): 132–61. http://dx.doi.org/10.7202/1033518ar.
Pełny tekst źródłaCoulaud, Philippe. "Les enfants de l'immigration et les honneurs de la cimaise. Radiographie d'une exposition". Migrants formation 61, nr 1 (1985): 33–35. http://dx.doi.org/10.3406/diver.1985.6365.
Pełny tekst źródłaGeisler, Donatile, Céline Clement i Florian Citarelli. "Analyse des besoins en éducation thérapeutique de jeunes porteurs de déficience visuelle suivis dans un dispositif d’accompagnement adapté". Education Thérapeutique du Patient - Therapeutic Patient Education 13, nr 2 (2021): 20201. http://dx.doi.org/10.1051/tpe/2021012.
Pełny tekst źródłaTissier, Gianna, Christine Alais, Evelyne Charrier-Jassin, Ingrid Davenne, Annie Maurel-Ollivier i Dominique Raynaud. "Soins et éducation des jeunes enfants handicapés". EMC - Pédiatrie - Maladies infectieuses 1, nr 1 (styczeń 2006): 1–15. http://dx.doi.org/10.1016/s1637-5017(06)74525-2.
Pełny tekst źródłaÉmond, Anne-Marie. "Identifying a Conceptual Framework for the Study of Visitors’ Verbalizations of Self-Awareness while Exploring Contemporary Art in a Museum Context". Canadian Review of Art Education: Research and Issues / Revue canadienne de recherches et enjeux en éducation artistique 43, nr 1 (17.10.2016): 153. http://dx.doi.org/10.26443/crae.v43i1.23.
Pełny tekst źródłaBélisle, Rachel. "Éducation non-formelle et contribution à l’alphabétisme". Ethnologies 26, nr 1 (11.08.2006): 165–83. http://dx.doi.org/10.7202/013345ar.
Pełny tekst źródłaRozprawy doktorskie na temat "Éducation des jeunes visiteurs"
Gewerc, Monique. "Formation culturelle des enseignants : qu'offrent les musées de la ville de Rio de Janeiro ?" Electronic Thesis or Diss., Université Côte d'Azur, 2022. http://www.theses.fr/2022COAZ2002.
Pełny tekst źródłaThis thesis seeks to understand the contribution of art museums in the city of Rio de Janeiro as a locus of cultural and aesthetic training for teachers in the early years of basic education and the relationship that teachers establish with these cultural spaces. Understanding cultural training as a right and part of teacher training implies assuming diversity, continuity and mediation as part of ethical, political and aesthetic principles of humanizing teacher training. Cultural formation is configured in an intentional, continued, mediated, reflexive and shared process that provides aesthetic experiences so that cultural formation is not just a veneer that represents only one voice. With the support of authors from the field of Education and Museum Education, the concept of aesthetic and cultural formation is approached from a theoretical review, from the perspective of teachers and museum educators. An online questionnaire, interviews and document analysis were the data production tools used. The research findings indicated that, despite an underutilization of the art museum as a place of formation, the investigated museums offer activities that prioritize the authorship and creativity of teachers in a process that involves listening and the permeability of knowledge. As for the teachers, it was possible to observe that the concept of cultural training is not clear and, in general, the idea of access to legitimate cultural goods prevails as a model. This perception affects the relationship that the teacher establishes with the city's cultural facilities and the compensatory vision that runs through his practice with children. However, it was also possible to observe the emergence of dissonant voices that associate a cultural formation with a sensitive formation that transforms the subjectivity of the subject and privileges diversity and otherness
Doucet-Dahlgren, Anne-Marie. "Lorsque les parents agissent : études d'actes éducatifs envers les jeunes enfants". Paris 10, 2002. http://www.theses.fr/2002PA100071.
Pełny tekst źródłaOur research is in keeping with the field of interactive investigations based on theoretical perspectives of Vygotsky and Bruner. Thes scholars highlight that the influence of a family'social envirnment and its childrearing practices is essential for a child's development and upbringing. From the issues raised on famiy practices, we have chosen to focus our study on child-rearing acts from the parental point of view. The aim is to determine the structure of the main behavioural components of acts carried out by both parents upon their child in daily interactions. The data are collected through observations and interviews with middle class families. Nine parental couples selected are first time parents and their children (five boys and four girls) are twenty four months old and do not attend nursery school. .
Mathieu-Cabouat, Sophie. "Jeunes handicapés et éducation spéciale : pour une philosophie contractuelle". Montpellier 1, 1987. http://www.theses.fr/1987MON10027.
Pełny tekst źródłaGuednaoui, Mina. "Délinquance cachée et éducation familiale chez les jeunes filles immigrées maghrébines". Paris 5, 1985. http://www.theses.fr/1985PA05H037.
Pełny tekst źródłaLeclercq, Suzelle. "L'école maternelle et la socialisation des jeunes enfants : les effets de la première année de préscolarisation sur l'évolution des processus de socialisation de jeunes enfants". Paris 5, 1993. http://www.theses.fr/1993PA05H038.
Pełny tekst źródłaIn france, earlier and earlier massive preshooling constitutes a real social phenomenen. What are the concrets effects of the first year of preshooling for children aged from two to four ? according to one of the objectives attributed to nursery schools which is "to socialise", performances of about hundred children have been valued during usual school activities: daily activities in relation with the body, the graphic description of the human body, communicative and linguistic activities, productive and receptive activities. The comparative synchronic and diachronic analysis of the results, in each of these studies at the beginning and at the end of the school year, achieved by boys and girls coming from environments, either more or less favoured, taken in classrooms or in home classes, show the statistically significant effects due to sex, to the socio-cultural environment, to the method of schooling through space at school and their interactions on children's performances
Gilles, Florent. "Soumission, révolte, sexualité : l'éducation des jeunes filles de Mme de Lafayette à Sade". Thesis, Reims, 2016. http://www.theses.fr/2016REIML006/document.
Pełny tekst źródłaThis thesis deals with how to define the literary report of the nubile young girl breaking into the world and its link to the historical, social and cultural reality in the end of the 17th century and 18th century. How the fictional model of the young girl and the reality interfere in each other? With the help of " gender studies", we will take interest in literature as an active participant of the cultural construction of genres , and in this era as the birth of a kind of feminism. The young girls missing or deliberately incomplete education , appears as a foundation course to the future enslaved condition of woman of this era, to the role given to the feminin gender by society. The word education is to be understood in a larger way: intellectual education, moral education but also sentimental and sexual education. From this perspective, our corpus joins together three types of works, really different works, in order to have an overview on this phenomenon: moral and major works, loose and minor works, and works of female yet successful writers from the 18th century
Constant, Paule. "L'éducation des jeunes filles de l'aristocratie (du seizième au dix-neuvième siècle)". Paris 4, 1987. http://www.theses.fr/1986PA040302.
Pełny tekst źródłaThe purpose of this thesis is to study the education of young girls within a class of society which extolled them as the very paragons of their sex. The analysis of the principles of this education and its material organization, as well as of the intellectual and ethical moulding of the "damsel" and her training at social life draws from a variety of sources - such as written works or documents which are specific expressions of women and the feminine world (letters, conversations, memories, memoirs, records, newspapers): texts inspired by religion or the church (convent rules, statutes and constitutions, converses, counsels and advice); works aiming more especially at some form of education (plays, tales, novels, gazettes, charades). . . In short the whole study tends to demonstrate how the permanence of a grand design purporting to bring up and train the "damsel" in such ways as to eventually establish and maintain her as a model or mythical mirror of the ideal feminity was insured throughout a long period of French history running from the sixteenth to the nineteenth centuries
Bourgalais, Patrick. "Les miroirs du silence : l'éducation des jeunes sourds dans l'Ouest (1800 – 1934)". Rennes 2, 2005. http://www.theses.fr/2005REN20035.
Pełny tekst źródłaThis study concerns the logics and the stakes in the educational coverage of the young deaf persons in the West of France, the Revolution on the eve of the Second World War. It presents the education of the deaf persons as the result of a collective construction which elaborates from a certain representation of the social link and as the expression of a political mediation of the State. The action of authorities thus appears as a compromise ceaselessly renewed under the situation of economic, social and political factors which exceed widely the frame of the education of deficient hearing. So, the speeches on the deafness reflect not both the real condition of the deaf persons and the major preoccupations of time for the society. The distance between the speeches which legitimize the public intervention and their reality is in the center of the thesis
Kébé, Ndèye Anta. "L'abandon scolaire des jeunes femmes au niveau du secondaire au Sénégal". Master's thesis, Université Laval, 2018. http://hdl.handle.net/20.500.11794/34899.
Pełny tekst źródłaLoussouarn, Sophie. "La transmission du savoir aux jeunes filles en Angleterre au dix-huitième siècle". Paris 4, 1996. http://www.theses.fr/1996PA040267.
Pełny tekst źródłaThe age of enlightenment has highly contributed to the development of girls' education which had been previously neglected. English moralists were very critical of the emphasis placed on accomplishments and tended to stress the importance of academic knowledge instead. Educationalists did not advocate the same education for boys and girls. They built up their syllabus in view of the future awaiting the girls. Nevertheless, education reflected the privilege of birth and the wealth of a family at a time when education was left to the appreciation of parents and relatives. The family remained the best place for the nurture of young girls belonging to the aristocracy, who were overseen by a governess sometimes assisted by tutors. More and more schoolbooks were produced to create a written basis for education. Henceforth a network of schools developed in England giving rise to debate on the most appropriate place for the acquisition of knowledge. Boarding schools and day schools provided for the academic education of the wealthiest young ladies, while charity-schools were being opened by philanthropists, in order to enable poor girls and orphans to acquire the basics, then skills, before apprenticeship. Conduct-books were the mirror of the traditional image of woman. Furthermore, the theories of education drafted innovative teaching methods and yet, the gap between theory and practise, the clash between novelty and tradition, the conflict between progress and archaism were very much in evidence. The eighteenth-century is nonetheless a milestone in girls' education in England
Książki na temat "Éducation des jeunes visiteurs"
Commission des Communautés européennes. Direction générale audiovisuel, information, communication et culture. Éducation et formation. Luxembourg: Office des publications officielles des Communautés européennes, 1991.
Znajdź pełny tekst źródłaJean, Cluzel, i Démocratie Médias, red. Jeunes, éducation et violence à la télévision. Paris: Presses universitaires de France, 2003.
Znajdź pełny tekst źródłaAichhorn, August. Jeunes en souffrance: Psychanalyse et éducation spécialisée. Wyd. 2. Nimes: Édition Champ social, 2005.
Znajdź pełny tekst źródład'information, Centre de liaison de l'enseignement et des moyens. La radio, média des jeunes. Paris: CFPJ Éditions, 2002.
Znajdź pełny tekst źródłaFrance. Office national d'information sur les enseignements et les professions. Jeunes déficients moteurs: Etablissements : éducation, scolarisation, formation professionnelle. Marne-la-Vallée]: Onisep, 1997.
Znajdź pełny tekst źródłaViewegh, Michal. L' éducation des jeunes filles en Bohême: Roman. [Paris]: Flammarion, 1997.
Znajdź pełny tekst źródłaMata, Fernando G. Les Jeunes noirs de Toronto: Tour de horizon. Ottawa, Ont: Politique et Recherches, Multiculturalisme, Multiculturalisme et Citoyenneté, 1989.
Znajdź pełny tekst źródłaMbembé, J. A. Les jeunes et l'ordre politique en Afrique noire. Paris: L'Harmattan, 1985.
Znajdź pełny tekst źródłaAndres, Lesley. Recherches stratégiques au sujet des jeunes Canadiens: Transitions chez les jeunes femmes. Hull, Qué: Développement des ressources humaines Canada, 2002.
Znajdź pełny tekst źródłaP, Bagot J., red. Morale du chrétien: Pour jeunes et adultes. Paris: Desclée, 1986.
Znajdź pełny tekst źródłaCzęści książek na temat "Éducation des jeunes visiteurs"
"Éducation et emploi des jeunes". W Études économiques de l'OCDE : Suède, 101–42. OECD, 2009. http://dx.doi.org/10.1787/eco_surveys-swe-2008-4-fr.
Pełny tekst źródła"Éducation et accueil des jeunes enfants". W L'éducation aujourd'hui, 11–17. OECD, 2011. http://dx.doi.org/10.1787/edu_today-2010-4-fr.
Pełny tekst źródłaTrinh, Thi-Linh, i Nathalie Oubrayrie-Roussel. "Pratiques éducatives parentales et mobilisation scolaire des jeunes Vietnamiens". W Précarités et éducation familiale, 278. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0278.
Pełny tekst źródłaKerivel, Aude. "9. L’affirmation d’islam chez les jeunes des quartiers populaires : rationalités subjectives et dynamiques intersubjectives". W Éducation et diversité, 163–76. Presses universitaires de Rennes, 2021. http://dx.doi.org/10.4000/books.pur.147245.
Pełny tekst źródłaFlorin, Agnès, i Solène Mainterot-Macé. "Relations d'attachement des jeunes enfants dans la famille et en crèche". W Précarités et éducation familiale, 191. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0191.
Pełny tekst źródłaGoldstein, Évelyne, i Monique Allès-Jardel. "Styles éducatifs parentaux et résilience scolaire de jeunes Français et Israéliens". W Précarités et éducation familiale, 307. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0307.
Pełny tekst źródłaRobin, Monique. "Incertitudes du monde du travail et fonctionnement des familles avec de jeunes enfants". W Précarités et éducation familiale, 85. ERES, 2011. http://dx.doi.org/10.3917/eres.zaouc.2011.01.0085.
Pełny tekst źródłaFrau-Meigs, Divina. "2. Violence et sens des valeurs". W Socialisation des jeunes et éducation aux médias, 63–94. Érès, 2011. http://dx.doi.org/10.3917/eres.fraum.2011.01.0063.
Pełny tekst źródłaFrau-Meigs, Divina. "Pour poursuivre la réflexion". W Socialisation des jeunes et éducation aux médias, 3–6. Érès, 2011. http://dx.doi.org/10.3917/eres.fraum.2011.01.0003.
Pełny tekst źródłaFrau-Meigs, Divina. "3. Pornographie et désarroi des corps et des sentiments". W Socialisation des jeunes et éducation aux médias, 95–126. Érès, 2011. http://dx.doi.org/10.3917/eres.fraum.2011.01.0095.
Pełny tekst źródłaStreszczenia konferencji na temat "Éducation des jeunes visiteurs"
Aragón Ronsano, Flavia. "Renata Mauperin, la liberación de la feminidad a través del elemento líquido". W XXV Coloquio AFUE. Palabras e imaginarios del agua. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/xxvcoloquioafue.2016.3882.
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