Comparative Analysis of Poverty and Inequality in Togo: A Multidimensional Approach Based on Wealth Index (Analyse Comparative De L'État De Pauvreté Et D'Inégalité Au Togo: Une Approche Multidimensionnelle Basée Sur L'Indice De Richesse)

2007 ◽  
Author(s):  
Boevi Kouglo Lawson Body ◽  
Kokou Baninganti ◽  
Etsri Homevoh ◽  
Etse Adjo Lamadokou
Keyword(s):  
Comparative Analysis ◽  
Wealth Index ◽  
Multidimensional Approach ◽  
Poverty And Inequality ◽  
Analyse Comparative

scholarly journals Le Plan d’Intervention au Canada et en Europe : Une Analyse Comparative Entre Cinq Systèmes Scolaires

2019 ◽  
Vol 48 (1) ◽  
Author(s):  
Philippe Tremblay ◽  
Enkeleda Arapi ◽  
Nathalie Bélanger ◽  
Piercarlo Bocchi ◽  
Sabine Kahn ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Common Core ◽  
School Systems ◽  
Compulsory Schooling ◽  
Individualized Education ◽  
Students With Special Needs ◽  
Behavioural Difficulties ◽  
Teaching Interventions ◽  
Set Up ◽  
Analyse Comparative

In North America, as well as in Europe, most countries have included in their educational policies the possibility of an individualized educational project for students with special needs during their compulsory schooling. The tool used for this is mainly an individualized education plan (IEP) set up for students experiencing academic or behavioural difficulties at school. The purpose of this article is to take a comparative look at individualized education plans from five school systems: Quebec, Ontario, France, Belgium (Wallonia), and Switzerland (Ticino canton). A comparative analysis was conducted on the IEP frameworks from these school systems. This comparative analysis sheds light on the terminology, definitions, characteristics, and components of IEPs used in five European and Canadian school systems for students with difficulties. The results show that the terminology used is specific to each school system, but the importance of planning, integration, collaboration, coordination, teaching interventions/arrangements is highlighted in all these definitions. The analysis reveals differences in the components of the IEPs among the five school systems studied. However, IEP patterns revolve around a common core of 11 components.

Resource-Free Parenting: The Not So Curious Absence of Money in Policy Discourses of Good Parenting in the UK and Japan

2013 ◽  
Vol 13 (1) ◽  
pp. 129-141 ◽  
Author(s):  
Esther Dermott ◽  
Junko Yamashita
Keyword(s):  
Comparative Analysis ◽  
Parenting Practices ◽  
Positive Parenting ◽  
Financial Resources ◽  
Policy Recommendations ◽  
Material Resources ◽  
Poverty And Inequality ◽  
The Uk ◽  
The Relationship ◽  
Policy Discourses

This article examines recent Japanese and UK policy recommendations on parenting practices and highlights the absence of material resources in these discussions. Parenting has gained increased prominence in recent decades. In the realm of policy, there has been an expansive shift; from a narrowly focused concern with detecting neglect and abuse to the wider project of promoting ‘good’ parenting. Focusing on advice offered in relation to education and food, we note that in both Japan and the UK the relationship between money and the ability to perform idealised parenting practices is rarely mentioned. Our comparative analysis also highlights that this silence is handled differently in the two national contexts, and we suggest that this reflects different historical interests in poverty and inequality. In Japan, parents are encouraged to undertake activities that require financial resources, but the question of how poor parents should manage is left largely unanswered: in the UK, the parenting activities given greatest attention are those that do not rely on money, meaning that poverty can be left off the positive parenting agenda.

Coffee House as Information Place?

2013 ◽  
Author(s):  
Laurie J Bonnici ◽  
Lynne Watson
Keyword(s):  
Comparative Analysis ◽  
Academic Libraries ◽  
Information Seeking ◽  
Third Place ◽  
Analyse Comparative ◽  
Information Seeking Behaviors

Through observations at two U.S. Starbucks locations and neighboring academic libraries the researchers conducted a comparative analysis of clients engaged in information seeking behaviors. A follow-up survey of client populations revealed reasons for preference of “information place.” Oldenberg’s theory of Third Place provides a lens for analysis of data findings.Par le biais d’observations effectuées à deux cafés Starbucks des États-Unis et aux bibliothèques universitaires du voisinage, les chercheurs ont mené une analyse comparative des comportements de recherche d’information des usagers. Un sondage de suivi effectué auprès de la population d’usagers a révélé les raisons de la préférence du « lieu d’information ». La théorie d’Oldenberg d’un « troisième lieu » offre un point de vue pour l’analyse de ces résultats. 

scholarly journals Le récit à la deuxième personne dans l’écriture du malaise. Analyse comparative d’Un homme qui dort de Georges Perec et de L’Inconsolable d’Anne Godard (II partie)

Cahiers ERTA ◽  
2020 ◽  
pp. 35-52
Author(s):  
Martyna Zapolnik
Keyword(s):  
Comparative Analysis ◽  
Anchor Point ◽  
Georges Perec ◽  
Time And Space ◽  
Second Person ◽  
Life And Death ◽  
History Of ◽  
Analyse Comparative ◽  
History Of Literature

The secondperson narration in the writing of malaise. The comparative analysis of A Man Asleep by Georges Perec and L’Inconsolable by Anne Godard (Part Two) Suspension between life and death is not the only one that heroes of Gerorges Perec and Anne Godard, accompanied by a reader, have to undergo. The grammatical second person applied in order to represent the characters implies actually a particular plurality of voices which creates in a paradoxical way these two silent heroes. Moreover, devoid of anchor point unlike other grammatical persons, it makes them constantly suspended in time and space. Therethrough, A Man Asleep and L’Inconsolable cannot be treated just like rewritings of common myths: they represent a new quality in the history of literature, very dynamic and rich in interpretations.

scholarly journals Estudio contrastivo de las competencias orales en las aplicaciones móviles (apps) para el estudio del Francés Lengua Extranjera (FLE)

2021 ◽  
pp. 33-51
Author(s):  
Mª José Arévalo Benito ◽  
Arrate Aldama Epelde
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Mobile Applications ◽  
General Public ◽  
The Other ◽  
Nous Permet ◽  
Comprehension Skills ◽  
Analyse Comparative ◽  
Oral Skills

El objetivo de este artículo es establecer un análisis comparativo de cuatro aplicaciones móviles (apps) diseñadas para la adquisición del francés como lengua extranjera (FLE). Dos de ellas se dirigen a un público generalista en el que el francés es una de las lenguas ofrecidas: Bussu y Duolingo. Los otros dos han siso creadas exclusivamente para aprender FLE: Le Bon Mot et Français Premier Pas.La revisión bibliográfica nos permite afirmar que la autonomía y la sencillez son ventajas del uso de las apps, mientras que el aspecto repetitivo sigue siendo una limitación. Nos centraremos en el estudio de los ejercicios propuestos en las aplicaciones seleccionadas con respecto a las habilidades orales de comprensión y expresión. Nuestro estudio llega a la conclusión de que, aunque las habilidades de comprensión están bastante bien desarrolladas, las de expresión podrían mejorarse para que estas aplicaciones sean herramientas eficaces. The purpose of this article is to establish a comparative analysis of four mobile applications (apps) designed to acquire French as a Foreign Language (FFL). Two of them are aimed at a general public where French is one of the languages offered: Bussu and Duolingo. The other two were created exclusively for FLE learning: Le Bon Mot and Français Premiers Pas. The bibliographical review allows us to affirm that autonomy and simplicity are assets of the use of apps, while the repetitive side remains a constraint. We will then focus on the study of the exercises proposed in the selected apps with regard to the oral skills of comprehension and expression. Our study comes to the conclusion that, even if comprehension skills are quite well developed, expression skills could be improved to make these apps efficient tools. Le but de cet article est d’établir une analyse comparative de quatre d’applications mobiles (apps) conçues pour acquérir le Français Langue Étrangère (FLE). Deux d’entre elles sont dirigées à un public généraliste où le français est l’une des langues proposées : Bussu et Duolingo. Les deux autres ont été crées exclusivement pour l’apprentissage du FLE: Le Bon Mot et Français Premier Pas. La révision bibliographique nous permet d’affirmer que l’autonomie et la simplicité sont des atouts de l’utilisation des apps, tandis que le côté répétitif reste une contrainte. Nous nous centrerons, par la suite, dans l’étude des exercices proposés dans les applications choisies en ce qui concerne les compétences orales de compréhension et l’expression. Notre étude arrive à la conclusion que, même si les compétences de compréhension se trouvent assez bien développées, celles d’expression pourraient améliorer pour faire de ces apps des outils performants.

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