Hawaii, and California
I wonder if cultural competency has been taken into consideration. I am from CA and I have friends who didn't even know that they needed services until they were in college. The stated the stigma that came with receiving services
unlawful practices to delay or deny the identification of students
where they independent charters? is this another repercussion of the NCLB funding?
Child Find
Child Find is also not the most accessible.
. On the one hand, studies show students of color are disproportionately represented in special
This is also true when you come think about the incarcerated youth. Many individuals who are incarcerated also had a disportionately high rates of being part of SpEd services.
That felicity, when I reflected on it, has induced me sometimes to say, that were it offered to my choice, I should have no objection to a repetition of the same life from its beginning, only asking the advantages authors have in a second edition to correct some faults of the first.
If Benjamin Franklin had the opportunity to live his life again, he would do everything the same, save for fixing a few mistakes, but, even if he couldn't fix those mistakes, he'd still take the opportunity to live his life again.
By first grade, only half as many studentsfrom low-income families are as proficient as students frommore affluent families at understanding words in contextand engaging in basic mathematics (Denton & West 2002).1
Education is a vital pathway out of poverty; however, it is often not accessible to those who need it most. This disparity highlights a significant concern that warrants our attention and action.
In short, recent policies have created a vicious cycle thatexacerbates existing inequities.
Local, state, and national policies have devastated public education in the past few years. The focus on school choice and breaking away has led to a woefully inadequate focus on actually fixing a broken system.
For a number of reasons, advocates for such teaching andlearning never gained much traction in schools servingchildren of color in areas where poverty was concentrated.
Yes, areas of color are a very sad epidemic, but areas of poverty in all races are often held back. Poverty is one of the most cumbersome obstacles for all races. When your focus is on surviving or learning this math problem, survival instincts tend to kick in before the bigger picture view of education being the ticket to a better life.
critics of the accountability movement haveargued that its emphasis on narrowly framed academicgoals has made it more difficult to pursue deeper learningwith students.
Even supporters of systematic standardized testing have admitted that its narrow focus and strict guidelines do not always tell the whole story. What it does is give a glimpse of where to start and statistics that indicate success in the core areas tested. It's part of the puzzle, not the whole thing. Unfortunately, when presented to politicians, scores are often used to paint entire portraits.
thank you for listening to us 11:01 now I probably won't vote for your guy 11:06 and we waved and turned around walked 11:08 away 11:09 in a few steps up 11:11 we hear this but hey Kathy 11:14 I just might 11:16 thank you
This quote describes how hearing someone out, having a conversation with them can truly change and understand where someone may be coming from. These people may have been very adamant on who they were voting for, but just because Kathi and her friend decided to come inside talk and eat really helps convey the theme of hope. Hope is something that is needed when campaigning as sometimes it can be very bleak. That's why having hope, hearing people out, and showing sympathy along with determination are the perfect combination to have a good outlook for the future.
we will make the surreal magical 12:53 we must
I chose this quote specifically because it correlates to the message that Kathi is conveying throughout the story. Even when she had very little hope, her friend continued to be more fired up, which shows the contrast between their outlooks for campaigning. I referenced that because this quote alone encapsulates the theme, and it describes hope and how having a positive outlook can be beneficial for what's to come.
And I immediately think about Jose Antonio Elena, 3:56 a 16-year-old Mexican, 3:58 killed by Border Patrol in Nogales 4:00 for holding rocks in his hand. 4:03 And I'm stunned in that fear 4:08 and that disempowerment of not knowing 4:11 how the situation would end up.
I chose this point specifically to remember that implicit bias is a real and big issue, and how the tiniest of things can escalate due to these types of things. I feel like this ties in with the theme that having an implicit bias can have long lasting effects to family's, which I believe why he thought back to this person, is because anything can happen regardless of status, implicit bias is still a prevalent thing.
In third grade, there was a white boy who stood up in class 2:29 and started yelling, "I'm going to call Border Patrol 2:32 and deport all the Mexicans in school."
The stakes for the story teller in this situation are that the half of his family aren't written down as citizens. Which can be scary when at any moment someone could knock at there door and they could get deported, and this is one of the more sad quotes as a boy as young as that knows those words and the implications behind them. So reasonably enough the stakes were quite high for him at that young age. I chose this point because it conveys the theme of implicit bias can be prevalent no matter the age, showing how bad the problem has truly become.
T h e r e i s , h o w e v e r , one most i m p o r t a n t e l e m e n ti n i t w h i c h , from a s t r i c t l y c o n s t i t u t i o n a l p o i n t ofv i e w , h a s now 7 a s r e g a r d s a l l v i t a l m a t t e r s , r e a c h e di t s f u l l d e v e l o p m e n t ; we r e f e r t o t h e group ofs e l f g o v e r n i n g c o m m u n i t i e s composed of G r e a t B r i t a i nand t h e D o m i n i o n s . T h e i r p o s i t i o n and . . u t u a l r e l a t i o nmay be r e a d i l y d e f i n e d
This passage asserts that the British colonies (the Dominions) have reached political maturity and are now capable of governing themselves completely independently. It defines a new relationship of equality in which Great Britain and these nations become free partners, without any relationship of domination.
Reading this section had me concerned about whether these economies could keep the region sustained. If there were cuts to government spending, how would this affect the region? I would assume negatively. Does anyone else feel the same?
I appreciated learning that the area is considered relatively young. It makes me wonder what the future health will be for this region and whether people will stay in the region. Does anyone else have this thought?
prazo máximo de 1 (um) mês
Via de regra, a formalização de termo aditivo é condição para a execução de prestações determinadas pela Administração.
No entanto, acaso haja necessidade de antecipação de efeitos de termo aditivo, este pode ser executado; no entanto, deve ser formalizado no prazo máximo de 1 mês.
Some of those users became contributors, adding their expertise to the development of the project
Las iniciativas que se amplían y permiten ver múltiples perspectivas, crecen debido a que el talento se puede esconder en las manos que no tienen la oportunidad.
ASCII
in order to study statistical analysis and algebra.
En orden de cumplir nuestros objetivos de vida, cualquier conocimiento puede ayudar a desarrollar habilidades que contribuirán de alguna manera en nuestro proyecto.
Like many revolutionary changes in human history, it started with a flash of frustration.
La invención de grandes cosas inició con grandes frustraciones. Por ello, actualmente existe un dilema social y estructural: si la inteligencia artificial resuelve por nosotros, ¿qué pasará con nuestro desarrollo, especialmente en el ámbito cognitivo?
In addition to slides helping instructors stay organized and on topic, some research suggests that access to lecture slides before a lesson can improve learning
I am a big fan of utilizing slideshow presentations, so I am glad to hear that there is actually research that backs up how these can improve learning. It's interesting to look at the components that make up a good slide presentation. Using contrasting colors, layouts, standard fonts, and including graphics and images all seem like they would help to enhance the learning of the students.
Headings and subheadings help break up the text and increase white space. They also act as a navigational guide for the reader, providing an outline of the topic and its main points.
I have found that headings and subheadings are actually really helpful. They break up the text as a whole and help to provide context on what the smaller sections of the text are about. It helps me when reading large pieces of text, as I am able to comprehend what the text is trying to convey to me better.
When video and audio reinforce each other, as when images or text on a slide reinforce a speaker’s point, learning is enhanced. However, if video and audio are misaligned, such as when slide text is different from the audio narration, the brain has to work harder, and learning can be negatively impacted.
This is so interesting, as I have never heard about this before. It makes so much sense because when I am watching a show that is originally in a different language with an English dub, I can't stand how the audio doesn't match the way a person's mouth is moving. I never knew that the brain had to work harder, but now I know why it really bothers me.
If we need to highlight or emphasize text within a block, we should use bold or underline, as italics are harder to read.
I think this is extremely helpful in elementary classes specifically to bold or underline key details because children are just starting to learn how to take notes. If we bold what is most important, it makes it easier on them and trains their brains to not record every minor detail.
We should avoid the use of fonts with unusual features or ones that might distort when printed or copied. These include fonts with fine lines or a mix of thick and thin lines; those with small internal spaces, such as the openings in a lowercase “b” or “d,” as these might fill in when printed or photocopied
I feel like often times I am most appealed towards the decorative posters, even though the font can make it hard to read. This reminds me also of when teachers put a ton of posters in their kindergarten or pre-k classroom despite their kids not being able to read. It just creates clutter and can be overstimulating to a lot of kids.
Coherence Principle: Omit unneeded words, sounds, and graphics. Contiguity Principle: Place printed words next to the corresponding part of a graphic (see Figure 11.1 and Figure 11.2 for examples). Redundancy Principle: Do not duplicate audio and on-screen text.
I've found that these principles are even helpful for me in college classes. Specifically in slide presentations or long lectures where I feel like professors are often stating unnecessary information. I also prefer simple, straight to the point text
Minimal Text
When creating slideshows or presentations in college, this is one of the most valuable pieces of advice I have been given in order to have a successful presentation that keeps the audience's attention.
In general, we should avoid any decorative font that is meant just to “dazzle” and which “calls attention to itself rather than to the text”
When wanting to teach young children, I always thought when making a "presentation" or welcome poster to be displayed on a screen, that I'd use a decorative font to make it appealing. However, after reading this it makes more sense to me to use something that can be read easier for the sake of their learning and literacy development.
Because these materials often combine both visual and textual elements and often supplement an audio delivery such as a lecture, learners are asked to interact with both aural and visual information; therefore, some background on the cognitive processes that this experience entails can inform the design of materials.
This reminds me of my own personal learning style. I have always done better with instructional materials that create a meaningful, hands-on, experimental learning experience. I look forward to learning more about the implementation of this being on the other side of the lesson as the teacher and provider of said materials.
In fact, the way we define terms can have far-reaching consequences for individuals as well as collective groups.
if we over explain it may be harder to understand for other people.
mailto
Si ça ne marche pas, c'est qu'il faut, sur votre ordi, mentionner quel logiciel sera utilisé pour ouvrir les mails, ou si le protocole "mailto" ouvre par exemple une page vers votre Gmail.
href
id = identité et href = hypertext reference.
Pour faire le dièse sur Windows: Alt GR + touche 3 du clavier central.
des espaces
Utiliser plutôt des _ (ou à la limite, des tirets -)
Les points marchent, mais sont à éviter, car on les utilise beaucoup en CSS, et ça peut créer des confusions.
#ancre
<br>
#Exemple_oiseau_migrateur
robots de moteurs de recherche
Les crawlers.
tailles différentes
Pour mettre un texte en valeur, on ne doit pas le transformer en titre, mais utiliser la balise paire
Autrefois, on utilisait la balise bold, mais elle est dépréciée maintenant, et ne doit plus être utilisée.
Pour régler plus finement l'apparence et la taille des lettres, il ne faut pas le faire en HTML, mais on le fera quand on abordera le CSS, complément indispensable du HTML.
<title>
De plus, la différence est aussi que h1 se situe dans le corps (body), alors que titre est dans l'en-tête (head)
<h1>
Il y a 6 niveaux de titre. Header 1 jusqu'au 6. H1 est écrit en gros, H6 est écrit dans la taille la plus petite des titres.
Attention: une seule balise H1 par page. C'est le titre affiché de la page. Par contre, pour les autre headers, on peut en mettre autant qu'on veut.
Les headers ne sont pas seulement important pour afficher une hiérarchie de titres sur la page. Mais Google et les moteurs de recherche les lisent, pour savoir de quoi parle la page. Ils accordent plus d'importance aux titres qu'aux non-titres pour évaluer le contenu. Si on met plusieurs balises H1 (il ne devrait y en avoir qu'une par page, Google enlève du "poids" (de l'importance) à un des titres, donc ce n'est pas souhaitable our des raison d'optimisation du code dans les moteurs de recherche (permettre à notre site d'être facilement trouvés par les internet dans Google).
On ne doit pas non plus tricher en mettant des titres, et un contenu qui n'a rien à voir, ou trop de titres par rapport au contenu, Google le détecte.
bouts de code
On dit des snippets, en anglais.
index.html
Il est très important de l'appeler exactement de ce nom. Et bien vérifier que le fichier n'a pas été enregistré en index.html.txt par exemple, car ça ne marchera pas!
En minuscule "index" et pas "Index", car ce serait 2 fichiers différents.
Si on nomme la page accueil.html ou ma-page.html, le site ne s'ouvrira pas automatiquement !
Quand un serveur web (ou un navigateur) entre dans un dossier, il cherche par défaut un fichier nommé index. C'est l'automatisme qui permet d'arriver sur www.monsite.com sans avoir à taper www.monsite.com/accueil.html.
Squelette, structure minimale de ce fichier:
Un fichier index.html doit toujours contenir ces éléments dans cet ordre pour être considéré comme "propre" :
<html>
<head>
<meta charset="UTF-8">
<title> Ma page... </title>
</head>
<body>
Bienvenue sur mon site
</body>
</html>
Noter que le titre se trouve pas dans le corps (body) mais dans l'en-tête (head), c'est le titre qui est destiné à Google, mais le titre qui s'affiche sur la page est dans la balise H1
Le fichier index.html doit tojours être à la racine du dossier dans lequel se trouve le site web, sinon le serveur ne le trouvera pas tout seul.
je pourrai venir vérifier si vous avez bien suivi le cours à la lettre
Une menace!
code source
C'est le code écrit en HTML.
Si les accents s'affichent mal par la suite, c'est qu'il y a un problème avec l'encodage. Vérifiez que la balise meta indique bien UTF-8, et que votre fichier est enregistré en UTF-8.
Si on mets une étiquette "Fr" mais que c'est écrit avec un alphabet bizarre que personne ne peut lire, l'étiquette ne sert à rien. Enregistrer en UTF-8, c'est choisir le bon alphabet au moment de cliquer sur "Enregistrer".
L'encodage est un réglage de l'éditeur de texte (VS Code, Sublime Text, Notepad++, etc.).
Dans VS Code : Tout en bas à droite de la fenêtre, dans la barre bleue. C'est écrit "UTF-8". Si c'est écrit"Windows-1252" ou "Western", c'est qu'il y a un blème !
Par Les "é" deviennent des é
Si les accents bugguent malgré la balise meta :
Ouvrir le fichier dans l'éditeur.
Cliquer sur l'encodage en bas à droite (souvent "UTF-8" ou "Win1252"). "Save with Encoding" (Enregistrer avec l'encodage).
Sélectionner UTF-8.
UI Gradients
Erreur 404
Start with an engaging opening that will adequately introduce the general topic
Start with something that will grab your readers attention.
Choose a strategy and stick to it.
try not to mix strategies its better to stick to one so everything flows well.
sensory details.
your 5 senses
The controlling idea, or thesis, belongs at the beginning of the essay.
acts as a guiding idea for everything that follows.
Abordamos nuestras propias necesidades, iterando y creando sobre nuestros propios sitios.
Considero que esto es lo que fortalece la pluralidad y expansión del conocimiento en todos sus ámbitos, la iteración. Poder volver atrás cuando algo no está bien o incluso volver a empezar, reconocer la frustración y los nuevos principios como nuevos comienzos.
qué principios que rigen Brea
En una web "flexible" es importante conocer las condiciones que hay detrás de su funcionamiento. Eso hace parte de la transparencia.
w
typo
te
typo
and creates both new modes of communication and new types of information",
Las nuevas tecnologías aportan en gran medida a la investigación científica porque permite que los académicos lleven a cabo proyectos de forma remota y, así, culminarlos en un periodo de tiempo más corto que antes.
Many universities have entire colleges, departments or schools devoted to the study of information science, while numerous information-science scholars work in disciplines such as communication, healthcare, computer science, law, and sociology. Several institutions have formed an I-School Caucus (see List of I-Schools), but numerous others besides these also have comprehensive information specializations.
Podríamos considerar que se está hablando de comunicación científica, en específico, R&D collaboration (investigación y desarrollo). Ya que, se habla de varias instituciones trabajando juntas para lograr el avance de la ciencia.
Information science focuses on understanding problems from the perspective of the stakeholders involved and then applying information and other technologies as needed. In other words, it tackles systemic problems first rather than individual pieces of technology within that system.
Sea en el contexto social u organizacional existe un factor relevante que abordar en esta ciencia: la ética. Es la capacidad de lograr la integridad personal y laboral en nuestro oficio.
Cultural and social contexts:
Esta ciencia es trasversal, los científicos de la información se adaptan a los entornos de estudio para integrarse y promover el conocimiento.
Core foundations
Los elementos centrales de una ciencia son de vital importancia, debido a que consideran su componente ontológico; además, puede ayudar a que esta evolucione, rompiendo paradigmas.
Information science[1][2][3] (abbreviated as infosci) is an academic field that is primarily concerned with the analysis, collection, classification, manipulation, storage, retrieval, movement, dissemination, and protection of information.
Agregaría a esta afirmación que la información deber ser también legitimizada, llegar hasta su fuente y complementarla con su contexto para así acercarnos desde un perspectiva óptima.
Author Note
Move this section to the end of the paper.
Build info
I think the build info should include more information regarding what is already prepared to be "updated" such as analyses parameters. And, open science aspects such as open data, open code, etc; link to github, osf account etc.
calibration questions can partially adjust for it.
"Adjust for it" is too vague, use more precise language
Key assumptions
Skip the 'key assumptions' part -- I don't think this gets it correctly anyways. E.g., comparisons of SD units shouldn't require linearity per se, that would be sufficient but not necessary. I'm not sure if interpersonal comparability in levels is necessary either -- if we had linearity and cardinality the measured changes wouldn't depend on the starting points
If it's unreliable or systematically misleading, billions of dollars in funding decisions could be poorly directed.
This point seems obvious. Maybe skip it
Is the WELLBY (linear, 0–10 life satisfaction) a useful and reliable measure for comparing interventions—particularly those involving mental health, consumption, and life-saving—in the context that organizations like Founders Pledge use it?
Claude rephrased these in simpler but less rigorous and imo less useful ways. This page should use the actual wording of the key questions on the page https://coda.io/d/Unjournal-Public-Pages_ddIEzDONWdb/Wellbeing-PQ_suPg8sEH#_luVrD0mE -- use quotes where possible, ellipse where necessary, and link or fold the details
I find 'useful and reliable' a bit too vague perhaps
rsync books back and forth and mess on until your heart is content, as you should be able to with a device you own.Note: your books will end up in /mnt/storage - unimaginative, but very simple.
perhaps useful for annotations too?
To enable ssh:Rename this file to ssh-enabledReboot the deviceConnect via: ssh root@<device_ip>
while connected to my Mac, edit a hidden file, then you can ssh into it with root at the device IP. First connection will ask for you to set pw.
how to ssh into my kobo ereader.
he early modern world was polycentric and not dominated by any one region
There was not necessarily a center to the world’s economy and trade
It had a population probably in excess of 100 million,
The population growth created pressure on land and resources.
We heard how women are routinely judged on what they look like before their ability, and lose out on work due to being deemed by people in gatekeeper roles as “not attractive enough” or not having “the right body type”, and that it is not uncommon for employers to request all female bands or sections just to promote a “sexy image”.
Physical appearance discrimination
Women are also invariably more likely to be accepted as singers in contrast to most other types of musicianship, further restricting their music careers and ambitions.5
Singing roles are assigned to women more than anything else.
We heard that female artists get skipped more on streaming platforms, and that the algorithm then negatively affects them and they move down playlists or are removed completely.48
Algorithm affects women's streaming numbers because of skipping songs.
gatekeeper roles such as programmers, promoters and Artists and Repertoire (A&R)—the area of the business responsible for identifying new talent—are male-dominated.
Men are gatekeeping women's opportunities in roles such as: programmers, promoters, and Artists and Repertoire aka talent seekers--very male dominated jobs.
“As women, we have the stereotype placed on us for being fussy, loud, and bossy. If we call something out or complain, we just completely fulfil that stereotype, there’s literally no winning”.43
Make sure to include Chappell Roan in the paper!
she was told not to be “so confrontational and emotional” when raising that a male intern was being paid the same as her. She concluded: Practically every job I have had in the music industry I and my female colleagues have been subject to misogyny which has both affected our moods, proactivity and progression. As the years have gone by I have seen many of these women leave the industry which ultimately makes it harder for those of us remaining.42
Pay gaps, productivity issues, and overall progression
Dr Sarah Raine, Fellow at the School of Music, University College Dublin, described to us the experiences of jazz musicians she interviewed: Several women spoke about the emotional toil of being a musician in the contemporary scene, intensified by what they saw as a comparative undervaluing of women musicians by promoters, agents, and media and the scene’s reliance upon a ‘boys’ club’ network of male individuals to gain access and opportunities.41
Emotional distress and mental health affected.
Men all for access and opportunites.
the world’s largest professional community of music managers, about the unequal standards women face where assertive male managers can be considered “great champions” for their artists, while female managers report being labelled a “b*tch or difficult” if they are equally assertive, and ignored or pushed aside if “polite and kind”.38
Managers, but also can be applied to artists.
There is a dated perception in the industry of what an artist manager looks like. When people don’t see a man in charge they are often shocked to see it’s me. I feel as though I have to work twice as hard as my male counterparts to get the recognition I deserve. Even then it feels everything I do is never good enough in the eyes of some of the powerful white men in the industry.36
^^ Corresponds to above annotation
ur attention was drawn to the recording studio environment which one contributor described as, “one of those spaces where women are not spoken to when they enter the room […] they are just ignored because maybe they are perceived as a girlfriend.”
Our attention was drawn to the recording studio environment which one contributor described as, “one of those spaces where women are not spoken to when they enter the room […] they are just ignored because maybe they are perceived as a girlfriend.”
Respondents to the Musicians’ Union survey noted “a lack of confidence from employers in [female musicians’] abilities” and that “very often women were asked if they were fans, rather than musicians or it was assumed they must be singers not instrumentalists”.3
Respondents to the Musicians’ Union survey noted “a lack of confidence from employers in [female musicians’] abilities” and that “very often women were asked if they were fans, rather than musicians or it was assumed they must be singers not instrumentalists."
Female respondents to a 2022 survey by the Musicians’ Union reported “a range of bullying behaviours such as being humiliated in public, being isolated, and ridiculed in front of colleagues—all of which the respondents noted was related to their gender.”30
Female respondents to a 2022 survey by the Musicians’ Union reported “a range of bullying behaviors such as being humiliated in public, being isolated, and ridiculed in front of colleagues—all of which the respondents noted was related to their gender.”
I would say this is a good quote to put in the paper!
“cat-called in rehearsals”, “made to feel uncomfortable by male lecturers” and being told “they couldn’t play their instrument properly if they didn’t sit with their legs open in orchestra rehearsals”.26
Sexual harassment in rehearsals and lectures.
Women who play instruments considered ‘masculine’ are often held to a higher standard than their male counterparts with mistakes seen as confirmation of a belief that women are less capable—in many cases women are discouraged from playing certain instruments at all, reducing what women can achieve.2
Instruments and masculinity threatening women's appeal.
Participation rates show that music technology courses still show a stark gender imbalance, reflecting the lack of female representation in the production workforce,
Production discrimination due to courses in music technology being dominated by men.
roles, courses and genres are given a strong association with gender
Stereotypes of roles, genres, instruments, etc. plague women when they want to create art and music--also misogyny, bullying, and sexualization occurs in these instances of women trying to make a name for themselves.
suggesting barriers remain for female graduates seeking to start their careers.19
Even though there is some balance in education, there are still some obstacles for women trying to start their career.
Gender diversity has improved in music in higher education over recent years and there is now almost equal participation.
Equal participation in higher education of music for genders (men vs. women).
Whatever the route pursued, we heard that for women, the environment is unwelcoming, access to career opportunities continues to be problematic and those entering the music industry routinely experience misogyny and discrimination.1
Music industry is unwelcoming for women. Especially, when they are first entering.
n 2022, it contributed £6.7 billion to the UK economy and generated £4 billion in exports. It employs over 200,000 people in a wide variety of roles, genres and settings.1
Maybe good information for the introduction but I need a global aspect of this.
For BBC Radio 1, one of the UK’s largest stations, female artists were represented in just 15% of the station’s top 20 most played tracks.1
I want to include BBC radio because it is prominent in the music industry and the USA.
For BBC Radio 1, female artists were represented in just 15% of the station's top most played tracks.
He similarly drew attention to the role of radio: “we endeavour to put on stage what people are listening to […] radio has a greater ability to direct audience tastes than we have, we can only reflect”.14
Melvin Benn who is the Managing Director of Festival Republic said: “we endeavour to put on stage what people are listening to […] radio has a greater ability to direct audience tastes than we have, we can only reflect."
I want to look into this quote more because he seems not to care.
Emily Eavis, co-organiser of the festival, who has long advocated for balanced line-ups, voiced her frustration at the lack of female artists being signed and supported: We’re trying our best so the pipeline needs to be developed. This starts way back with the record companies, radio. I can shout as loud as I like but we need to get everyone on board.
Emily Eavis is co-organizer of the festival who has long advocated for equality in festivals:
-"We’re trying our best so the pipeline needs to be developed. This starts way back with the record companies, radio. I can shout as loud as I like but we need to get everyone on board."
f all songwriters and composers who received a royalty in 2020 from their music being streamed, downloaded, broadcast, or performed, only one in six (16.7%) were women.11
This correlates to overall pay for women. Pay affects their motivation, creativity, and overall performances. It makes women feel insignificant and can cause women to quit the industry that is already against them. There is no equality in that whatsoever. It has been like this for decades... Let's think about Britney Spears for example. She recently just sold her entire catalogue and rights. They are still out to get women. Also Taylor Swift had her whole catalogue stolen by Scooter Braun. She re-released everything under her name and got her songs back. It was never about the money for her, unlike the men who took her creative projects from her.
Check Annenberg source to see if this is the same percentage.
Throughout this inquiry our attention has been drawn to the experiences of individual female artists, including the instances of abuse they have been subjected to on social media and elsewhere.
This article focuses on experiences of individual female artists, including abuse in person and on social media.
known as the Creative Industries Independent Standards Authority (CIISA).
Creative Industries Independent Standards Authority (CIISA) is a UK organization that is helping to change the standards of the music industry to encourage equality and appropriate working behaviors.
why these concerns persist and how they can be better tackled.
How can we prevent gender discrimination and abuse in the music industry to help women?
often in places where alcohol and drugs are available, can result in women working in environments that are unsafe.
Drugs and alcohol are a big threat.
Abuse and discrimination are not unique to the industry but they are amplified in music by the high number of freelance workers in the sector
Freelancing enhances abuse and discrimination.
-Causes power imbalances and strange working relationships.
unjustifiable limitations in opportunity, a lack of support, gender discrimination and sexual harassment as well as the “persistent issue of equal pay” in a sector dominated by self-employment.3
Women also face less opportunities, are given less moral support, and unequal pay.
but in certain areas progress is slow and shackled by discrimination, misogyny and sexual abuse in an industry that is still routinely described as a “boys’ club”.2
It looks like there is progress for women, but there is still discrimination, misogyny, and sexual abuse in the music industry.
The industry is still considered a "boys club."
This is reflected in the unequal representation of female artists in the rosters of artists at major record labels, in airtime, streaming and as headliners at music festivals.1
Women are not represented correctly in the rosters of artists at major record labels, airtime, and headliners at festivals and events
webinar presentation
Pre-reading: pretending to read - being read to
Stage 1 requires explicit instruction, phonological and phonemic awareness.
verifying that a reaction is at equilibrium.
Test Question
NDOV loket, onder Stichting OpenGeo ([[Stefan de Konink p]] geeft aan dat alles up to date is, al oogde het voor mij eerst niet meer in gebruik (met jaartallen als 2016 etc).
Wikipedia articles are usually signed only with a username or pseudonym
I think there should be a way for wikipedia to show if an editor/writer is credible to what they are writing, like a profile to see their background possibly.
. News sources can help illustrate your points with timely examples or historical perspectives on a topic.
The issue with news sources is that they are often biased in todays day and age, and don't always provide the greatest accuracy.
Sometimes your instructor will require that you use at least a specific number of sources for a project, but you won’t always have that as a guideline. If you need to determine the number of sources to use on your own, you can base it on what seems to be enough to fully answer your research question. Keep in mind that this might be more sources than the minimum you’re required to use.
It is important to remember the minimun amount of sources needed, as some may get stuck relying on two, when more are often needed.
Biases can be driven by commercial interests, the influence of a publisher or publication’s audience, or personal beliefs, such as the political or religious beliefs of an author.
It is very important to remember that with researching, comes with biases. Intentional or not, it is very present and should be taken into consideration when viewing these publishers works.
Dr. Stacy L. Smith, Dr. Katherine Pieper,Karla Hernandez & Sam Wheeler
January 2025
Jan. 2025, USC Annenberg
USC ANNENBERG INCLUSION INITIATIVE
All of these visuals have evidence from the paper. They were annotated rather than annotating all of the visuals.
INCLUSION IN THE RECORDING STUDIO?EXAMINING , POPULAR SONGS FROM TO
Potential visuals to use for paper
Women Behind the Scenes See Little Progress in 2024
Read this
Table 19
Grammy Noms. by Gender and Year:
-Table
-Percentages
-Sample sizes
Table 18
Number and Percentage of Women Producers by Year:
-Table
-Percentages
Table 17
Presence Vs. Absence of Women Songwriters Across Sample:
-Table
-Percentages
Number of Songs by Songwriter Gender
Number of Songs by Songwriter Gender:
-Table
-Percentages
-Sample sizes
Table 14
Song Genre by Songwriter Gender:
-Table
-Percentages
-Sample sizes
Table 12
Songwriter Gender by Year:
-Table
-Percentages
-Sample sizes
-Ratios
Table 4
Number of Song Credits by Solo Artists' Gender
-Table
-Percentages
Table 3
Percentage of Women Artists by Performer Type:
-Table
-Percentages
-Sample sizes
Table 2
Song Genre by Artist Gender:
-Table
-Percentages
-Sample sizes
-Ratios
Table 2 illuminates the breakdown of artist gender by song genre across all 13 years.3 Three trends arereadily apparent. First, women artists were relegated almost exclusively to Pop and R&B genres. Roughlya third (35.9%) of all Pop songs and a quarter of R&B songs (25.2%) credited women as artists. Second,approximately 20% or less of all artists working in Dance/Electronic, Country, Alternative, or Hip-Hopwere women. Finally, no women participated as artists in Música Mexicana. Music is still largely a boy’sclub, with lanes carved out for women in only specific areas of creativity and art.
Discussion of table 2
Has the percentage of women on the Hot 100 Year-End charts changed over time? Yes and no. Thepercentage of women appearing on the 2024 list (37.7%, n=49) was not different from 2023 (35%, n=57).Matter of fact, numerically, fewer women appeared on the list this year. However, the percentage ofwomen on the chart in 2024 was significantly higher than in 2022 (30.2%, n=48) and 2012 (22.7%, n=45).Because the number of women was roughly the same across these years, this suggests that fewer menwere featured on the charts and not that there are more women. This is not good news.
Discussion of table 1
Table 1
Artist Gender by Year 2012-2024:
-Table
-Percentages
-Sample sizes
-Ratios
Women
Specifics of women in the big categories
Across 13 years, women comprised 15.2% of all nominees across major Grammy® categories.
Over 13 years:
-Women 15.2% of nominees were in the major categories
2021 remains the year with highest percentage of women nominees(28.1%).
2021 was had the highest amount of women nominees
2013 (7.9%)
Women nominees:
-2013: 7.9%
-2025: 22.7%
2025 was not different than 2024 (24%),
No signifcant difference between women nominees from 2024-2025
Of these, 77.3% were men and 22.7% were women.
2025 Grammy nominees:
-Men: 77.3%
-Women: 22.7%
The analysis of Grammy Award nominees covers 6 major categories: Record of the Year, Album of theYear, Song of the Year, Best New Artist, Producer of the Year, and Songwriter of the Year.
Grammy categories for 2013-2025 analyzed
Across the 13-year sample, 55.3% of songs were missing a woman songwriter. As a point of contrast, lessthan 1% (0.7%) or 8 songs did not feature a man in a songwriting role.
13 year sample:
-55.3% of songs were missing a woman songwriter
-Less than 1% or 8 songs did not feature a man in a songwriting role
n 2024, 46.3% of songs were missing a woman songwriter. There was no change between 2023 and2024 in the percentage of songs missing a woman songwriter. Compared to 2012, there has been a 12percentage point decrease—meaning that more songs feature women songwriters in 2024 than in 2012.
In 2024:
-46.3% songs were missing a woman songwriter
-No change between 2023-2024
-Significant increase of songs featuring women songwriters in 2024 compared to 2012
responsible for more than one-quarter (29.9%, n=347) of all the songs on the Billboard Hot 100 Year-EndCharts over the past 13 years.
This is so important:
Of the 15 men, 12 were responsible for more than one-quarter of all songs on the chart over the past 13 years (2012-2025)
There were only 3 womensongwriters who worked as often as 6 of the 15-most working men.
Only 3 women songwriters who worked as often as 6 of the 15-most working men.
Women were most likely to work as songwriters in Pop (20.9%, n=451) followed by Dance/Electronic(19.6%, n=44). Women were outnumbered by men in every genre, and even in Pop the ratio of men towomen songwriters was 3.8 to 1.
For songwriting women:
-Pop: 20.9%
-Dance/Electronic: 19.6%
-Women were outnumbered in every genre, even in pop
*see what year and sample size this data comes from it does not explicitly say
Across all 13 years evaluated, 85.9% of songwriters were men, 13.8% were women, and 0.3% weregender non-binary.
From 2012-2025 Songwriters:
-Men: 85.9%
-Women: 13.8%
024 is also 7.9 percentage points higher than 2012 (11%).
Significant change of women songwriters between 2012-2024:
-2012: 11%
-2024: 18.9%
There was no meaningful change in the percentage of women songwriters in 2024 compared to 2023(19.5%).
No significant change of women songwriters from 2023 to 2024:
-2023: 19.5%
-2024: 18.9%
Of the 461 songwriters credited in 2024, 80.9% were men, 18.9% were women, and 0.2% were gendernon-binary. This is a ratio of 4.3 men to every 1 woman songwriter credited on the charts.
Of the 461 songwriters credited in 2024 that were on the chart:
-Men: 80.9%
-Women: 18.9%
-4.3 men to every 1 woman songwriter credited on the charts
Across all 10 years evaluated, 93.3% of songs were missing even 1 woman producer. Only 6.7% or 61songs featured a woman producer. Only 6 songs evaluated were missing men in a producer role.
2012-2022:
-93.3% of songs were missing even 1 woman producer for credits
-6.7 (61) songs featured a woman producer
-Only 6 songs over 1,300 were missing a man credited for producing
73.1% were white women and 26.9% were women ofcolor. There were 2 women of color producers in 2024. Both of these women produced songs on whichthey were also credited as performers. The ratio of men to underrepresented women producers acrossall years is 101.5 to 1
From 2012-2024 women producers:
-White women: 73.1%
-Women of color: 26.9%
-2024: 2 women of color
There was no change in 2024 compared to 2023 (6.4%) or 2012 (2.4%) in the percentage of womenproducers.
Over 12 years (2012-2024), there was no significant change of the number of women producers in the music industry.
-2012: 2.4%
-2023: 6.4%
2024: 5.9%
In 2024, there were 237 producers credited across the most popular songs of the year. Of thoseproducers, 94.1 were men and 5.9% were women.
In 2024:
-237 credited producers across the most popular songs of the year
-Men: 94.1%
-Women: 5.9%
Only 40.8% of all women on the 2024 Hot 100 year-end charts were from underrepresentedracial/ethnic groups.
40.8% of all women on the chart were from underrepresented racial/ethnic groups.
-Decrease from 2023: 64.9%
-Significant increase from 2012: 33%
Drake
I want to include specific artists, but not sure if I want to include these people yet. This will be decided later on.
In 2024, 38.9% of single performers were women.
In 2024, 38.9% of single performers were women.
-No difference from 2012
-No women or band duos on chart
Roughly a third (35.9%) of allPop songs and a quarter of R&B songs (25.2%) credited women as artists.
Over 1,300 songs from 2012-2024 women have been credited to:
-Pop: 35.9%
-R&B: 25.2%
exclusively to Pop and R&B genres.
Women were writing and performing mostly Pop and R&B music compared to other genres.
However, the percentage of women onthe chart in 2024 was significantly higher than in 2022 (30.2%) and 2012 (22.7%).
Increases of women on chart:
-2012: 22.7%
-2022: 30.2%
-This is a 10 year difference
-2024: 37.7% is significantly higher than 2012 and 2022
was not different from 2023 (35%)
No significant difference between 2023 and 2024 for women being represented on the chart.
-2023: 35%
-2024: 37.7%
-Less women in 2024, numerically (I need more information on this because then why is the percentage higher?)
37.7%.
130 artists on the Hot 100 Year-End chart for 2024:
-62.3% were men
-37.7% were women
-ratio: 1.6 men to 1 woman
Annenberg Inclusion Initiative
Emphasizing on:
-Billboard Hot 100 Year-End-Chart
-Gender percentages: artists, songwriters, and producers credited on songs
-Grammy awards in 6 major categories
(2023)
Focusing on 2023 and 2024 for comparisons, basically for the purpose of to see if there is any significant changes throughout the year.
it remains to be examined how inputs from differentsignaling pathways converge on Sox9 to promote PanIN initia-tion. Our findings now pave the way for future studies exploringwhether the inhibition of acinar cell plasticity could have thera-peutic applications in the prophylaxis of PDA in high-riskindividuals.
It is not known how the different signalling pathways converge on Sox9 and promotes PanIN initiation.
Inhibiting the acinar cell plasticity and it ability to adapt to its environment the ADM could be targeted.
therapeutic targeting of signaling path-ways involved in ductal reprogramming of acinar cells couldprevent PDA initiation
Therapeutic Targeting
reducing ADMformation through inhibition of the EGFR pathway or overexpres-sion of pro-acinar genes reduces Kras G12D-induced PanINs
Possible Treatment for these MICE reducing ADM formation reduces PanINs
both ADM and PanIN lesions arise from acinar cells
CONCLUSION 2
a direct lineage relationship between ADM and PanINshas yet to be formally demonstrated and the possibility remainsthat ADM lesions do not directly transition into PanINs.
ADM lesions do not directly transition into PanINs
risk factorsfor PDA, such as chronic pancreatitis or genetic variants ofacinar-specific genes (Li et al., 2012; Lowenfels et al., 1993,1997), may increase PDA risk by rendering acinar cells moreplastic and reducing the threshold for ADM.
Cell plasticity refers to the ability of cells to change their identity, phenotype, or function in response to environmental cues, stress, or developmental signals, without altering their underlying genetic code (genotype).
These damage and genetic changes causes the cells to be able pliable and change its phenotype in response to its environment without changing its DNA.
PanINs predominantly originate from acinar cellsidentifies the transition of acinar cells into a duct-like state as animportant early event in tumor initiation.
CONCLUSION 1
transcriptome analysis
FUTURE DIRECTION
In addition to activating mutations inKRAS, loss-of-function mutations in the tumor suppressorsTP53, CDKN2A, or PTEN have also been found in PDA
OTHER MUTATIONS FOR PDA
However, multipo-tent progenitor markers, such as Hnf1b and Nkx6.1 (Schafferet al., 2010; Solar et al., 2009), are not present in acinar-derivedduct-like cells (Jensen et al., 2005; Prevot et al., 2012) indicatingthat these cells may resemble an acinar-committed yet stillimmature Nestin-positive progenitor cell
Acinar commited yet immature nestin postive progenitor cell.
Sox9, Hnf6expression is not maintained in PanINs and PDA (Prevot et al.,2012). Therefore, only Sox9 expression is sustained in PanINs,providing a possible explanation for why Sox9 is absolutelyrequired for PanIN formation
They work differently Hnf6 expression is not found in PDA and PanINs but Sox9 is absolutely required.
uggests that other factors cancompensate for Sox9 during injury-induced ADM. One candi-date is the duct-specific transcription factor Hnf6
Instead of Sox9 during injury-induced ADM : Duct-specific transcription factor Hnf6- induced in alcinar cells by pancreatic injury necessary and sufficient for ADM.
specific induction ofdifferent oncogenic mutations in mice may define morphologi-cally and molecularly distinct tumors, which may help identifyhuman PDA subtypes that respond differently to therapeuticintervention
WE can create humans treatments for PDA by defining morphologically and molecularly the distinct tumors and one day identifying them in human the differnt PDA subtypes that respond differently as well.
biological roleof pancreatic duct glands, but their possible involvement inPDA initiation warrants further investigation.
FUTURE DIRECTIONS
CACsexpress some markers of embryonic pancreatic progenitorsand exhibit features of tissue stem cells in vitro (
The think the cancer comes from these CACs because of markers of embyronic pancreatic progenitors.
ox9 deletion in the presence of oncogenic Krasabrogated caerulein-induced PanIN formation, while someSox9CK19 + Cpa1 duct-like lesions persisted
Sox9 deletions and Kras = reversible PanIN formation with some lesions persisting Showing damage.
Sox9 is critically required for reprogram-ming of acini into PanINs
Sox9 is critically required for reprogramming acini into PanINs/
ADM were replaced by normal acinar tissue after 7 days
Went back to acinar like after 7 days
considerable latency, which is significantly shortened inthe presence of pancreatitis
Kras activation may induce ADM and PanIN but it may take a long time. Pancreatitis speeds up this process.
Sox9 expression in acinar cells destabilizes theacinar cell state and promotes expression of ductal genes, butis not sufficient to induce complete ductal reprogramming.
Sox9 expression in acinar cells can destabilize it and promote ductal gene expression but will not fully transform.
SOX9 induces ductal genes in acinar cells.
Together, these resultssuggest that Sox9 accelerates KrasG12D-mediated PanIN formation by suppress-ing a mature acinar cell program and/or promoting a duct-likestate
Blocks the instruction of cells to be acinar or promotes the ductal changes needed to form PanINs.
most cells hadalready transitioned from a CK19 + Cpa1+into a CK19 + Cpa1 state characteristicof ADR
CK19+ and Cpa1- state is characteristic of Acinar to Ductal Reprogramming.
very few cells retained Cpa1 in Ptf1a Cre ;Kras G12D;Sox9 OE mice and CK19+ ductal structures werepredominant (Figure 4AF)
In the gene positive mice they showed ductal structures and did not show acinar cells (Cpa1)
concomitant misexpression of Sox9 andKras G12D rapidly induces transformation of acinar cells intoduct-like cells and subsequent PanIN formation.
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! READ HERE
Obsidian documentation on Bases. How does this compare to Dataviews? Bases are accessible it seems through the Obsidian CLI, where Dataview is not.
Woven together, the six concepts provide students with a robust set of information literacy abilities for success in college and beyond.
It is good to know the six concepts provided by The Framework for Information Literacy for Higher Education. They explain what I am looking for and what i need to do. These will help me in knowing literacy better.
Meanwhile, policymakers and administrators are learning more about school conditionsthat allow teachers to document and spread effective practices.
Listen to the educators, visit the classrooms, talk to the teachers, have conversations with the students, and generally stop avoiding the front lines of the educational process. So often, the numbers do not reflect the work being done because they are rigid constraints tied to broad working conditions.
The movement is already afoot
Educators need to be turned loose to be educators. Instead of being told how inadequate educators continue to be, let the vast number of us surprise you with what we want to accomplish!
Federal lawmakers can support states in using the new accountability rules underESSA to invest in teachers’ learning and demonstrating skills in designing and scoringnew student assessments.
Please support something that actual educators jointly request. Listen to your constituents and what they want, but please listen to the experts when they tell you what is needed.
use new technologies like ShowEvidence to assign engaging tasks tostudents for deeper learning—andalso to monitor their progressand report the results to parentsand the public.
This will take a huge reset in our educational norms. Teachers in the classroom now are as much digital immigrants as ever before in education. Almost all students know more about the technology than the educators assigning the endeavor. While I agree it's needed as a resource or tool, technology cannot replace the entire educational system, given the current client base.
Leadership in any field,but particularly among teachers, rarely occurs as“a chance organizational event.”54
This is beautifully said and completely true. In most aspects of professional life, leadership is taught as a matter of institutional control. In education, educators are often given a roll sheet and told, "Good luck." The leadership comes from trial and error and experience.
researchers and other educators havewritten a good bit on what teachers must know anddo to lead—drawing on teaching and learning andtheories of adult development, as well as cultivatingtechnical proficiencies in guiding colleagues throughreflection on teaching practices.
The wrong policies are guiding the educational purview. We depend so much on adult development that the aspect of child development remains underappreciated in educational settings. We spend so much time growing up in education that we neglect the transition to adulthood.
Some of the resistance boils down to politics anda lack of commitment to investing in the teachingprofession. But I also suspect that many decisionsabout teachers and their leadership are made withouta deep understanding of how teachers learn to lead orof how their expertise can be spread.
Until education is not viewed through a red or blue lens, arguments will always arise in the political realm. Along those lines are the obvious facts that we have unqualified politicians making educational laws and guidelines. Just because you were a student does not make you qualified to speak on educational policy any more than my attending a dental appointment makes me qualified to set dental guidelines.
SJHA relies onteacher learning and leadership and communitypartnerships, not rigid curriculum or high-stakestesting, to ensure educational excellence and equity.
The missing aspect of teacher buy-in and willingness to take major risks to change norms is being massively underestimated. Without the teachers' willingness to try something new, the SJHA would not have the data needed to tout its success rate.
nterpretation. In contrast, overrespondents with written collection development policies (28,reported that, while the policy was relatively specific, there was sointerpreta
I didn't do much more than skim the appendix, but I wonder to what extent that community archives were surveyed for the purposes of this monograph? Along with what Millar states in the next reading, there are plenty of co-operatively developed written policies (between archivist / workers, institutions and representative communities, for example) that don't seem to slavishly adhere to the text and allow for wiggle room / interpretation.
How the workshop is structured
This is one proposed agenda -- it has not been finalized yet. Make this known.
3. Could calibration questions improve things?
I would add something like 'or other more in-depth approaches'
"calibration questions"
no need for scare quotes. But note the calibration questions is one of the 2 aspects of this question.
If "7 out of 10" means something very different to different people, that's a fundamental challenge for the WELLBY as a tool for comparing interventions.
This is a bit too simple. Note WELLBY, as used in the simplest approaches, mainly requires differences to be comparable-- and even linear -- across individuals. Moving from 1 to 3 is equally valued as moving from 4 to 6 or 8 to 10, and gets twice the value in this measure as moving 2 people from 3 to 4.
This is one of the most important recent papers
"Is ... most important" ... seems a bit presumptious ... moderate this
Two measures dominate these analyses. The DALY (disability-adjusted life year) comes from health economics and captures years of healthy life lost to disease or disability.
Not sure 'dominate' is accurate. Is DALY used more than QALY? Is WELLBY on par with either of these? Are there other heavily used measures
Founders Pledge, GiveWell, and Open Philanthropy
As well as government ODA agencies and mainstream charities and NGOs like Oxfam and UNICEF
Chronologie des Événements Principaux
1975 (et plus tard 1980, 1988) : Naissance de cohortes d'élèves dont les compétences en mathématiques (évaluées par le dispositif d'évaluation en CM2) montrent une baisse des performances au fil du temps.
1986 : Naissance de la première cohorte d'élèves dont les performances sont évaluées par l'enquête PISA à 15 ans, marquant le début de la mesure de la performance cognitive à l'échelle internationale par l'OCDE.
Fin des années 1990 - Début des années 2000 : Le concept d'effet enseignant est établi par la recherche, démontrant l'impact significatif des enseignants sur les résultats des élèves.
Période de la thèse de Noémie Le Donné (date non spécifiée, mais antérieure à 2023) : Étude du redoublement en France, où près de 40% des élèves de 15 ans avaient redoublé.
La thèse a également exploré le rôle de la structure des systèmes éducatifs dans les inégalités.
2018 (ou plus tôt) : Dernières données disponibles des enquêtes PISA avant la conférence (les données pour l'édition post-COVID sont attendues en décembre 2023). Ces données montrent :
Les performances moyennes des élèves français en compétences cognitives (compréhension de l'écrit, mathématiques, sciences) sont légèrement au-dessus de la moyenne de l'OCDE.
Une tendance à la baisse des performances en mathématiques en France, avec une tendance stable pour la compréhension de l'écrit et les sciences.
La France se situe dans le quadrant des pays avec des performances légèrement supérieures à la moyenne de l'OCDE, mais avec de fortes inégalités de réussite scolaire liées à l'origine sociale.
70% des élèves français se déclarent généralement satisfaits de leur vie, au-dessus de la moyenne de l'OCDE.
Les élèves français se déclarent plus anxieux face aux mathématiques que la moyenne de l'OCDE.
20% des élèves français de 15 ans se disent exposés à des événements de harcèlement au moins une fois par mois.
Période des mandats d'Emmanuel Macron (non spécifiée, mais antérieure à 2023) : Décisions politiques de réduire la taille des classes et d'augmenter les évaluations nationales.
Des efforts ont également été faits pour accorder plus d'autonomie aux établissements.
Décembre 2023 : Date prévue de la publication des nouvelles données de l'enquête PISA post-COVID.
19 octobre 2023 : Conférence de Noémie Le Donné au Collège de France, intitulée "La situation de l'éducation en France aujourd'hui, dans le contexte international", dans le cadre du colloque de rentrée 2023 "Apprendre et enseigner, de la préhistoire à demain".
31 octobre 2023 : Mise en ligne de la vidéo de la conférence de Noémie Le Donné par le Collège de France sur YouTube.
Période récente (non spécifiée, mais antérieure ou contemporaine à la conférence) : Gabriel Attal, alors ministre, a proposé des cours d'empathie, une initiative saluée par Noémie Le Donné.
Compte rendu détaillé : La situation de l'éducation en France dans le contexte international
L'intervention du 19 octobre 2023 se penche sur la situation de l'éducation en France à travers le prisme des comparaisons internationales, s'appuyant sur les enquêtes PISA, TALIS et l'enquête sur les compétences socio-émotionnelles de l'OCDE, ainsi que sur d'autres rapports de l'organisation.
I. Rôle et objectifs des systèmes éducatifs
Noémie Le Donné introduit son propos en rappelant les trois objectifs fondamentaux des systèmes éducatifs, selon la nomenclature de Herman van de Werfhorst et ses collègues :
Développer les compétences et connaissances des élèves : Il s'agit des compétences cognitives, académiques et socio-émotionnelles, sélectionnées pour leur utilité future sur le marché du travail, pour une participation active à la vie sociétale et pour le bien-être et l'épanouissement personnel des élèves.
Sélectionner et orienter les élèves : En fonction de leur niveau, de leurs compétences, de leurs connaissances et de leurs intérêts.
Promouvoir l'équité des opportunités d'apprentissage et de développement : Un objectif crucial qui sera abordé en détail.
II. Indicateurs clés sur l'apprentissage en France (comparaisons internationales)
Les données présentées proviennent principalement de l'enquête PISA 2018 (antérieures à la période COVID), sauf indication contraire.
Les résultats de PISA 2022 seront disponibles en décembre.
A. Performances cognitives (PISA)
Moyenne générale : Les performances moyennes des élèves français de 15 ans sont légèrement au-dessus de la moyenne de l'OCDE en mathématiques, compréhension de l'écrit et sciences.
Observation critique : Bien que ce soit "plutôt rassurant", cela est "quand même un peu décevant" si l'on considère la France comme l'un des dix pays les plus développés au monde, s'attendant à un classement plus élevé.
B. Tendances des performances
La tendance est stable pour la compréhension de l'écrit et les sciences.
C. Inégalités sociales
Forte iniquité : La France se situe dans le quadrant des pays qui combinent des performances moyennes légèrement supérieures à la moyenne de l'OCDE avec de "fortes inéquités de réussite scolaire liées à l'origine sociale".
Origines précoces : Les inégalités sociales de réussite scolaire trouvent leurs origines "très très très tôt", souvent dès l'entrée en maternelle.
Impact de la structure du système éducatif : La structure des systèmes éducatifs joue un rôle majeur.
La France, avec son système qui "oriente assez tôt les élèves" vers différentes filières (professionnelle, générale) et son ancien taux élevé de redoublement (près de 40% des élèves de 15 ans à l'époque de la thèse de l'intervenante), a tendance à "augmenter aussi les inégalités sociales de compétences".
Noémie Le Donné cite l'exemple de la Finlande, avec son système "très unifié", comme un contre-exemple favorisant l'homogénéité du groupe classe.
D. Évaluations et lacunes
Richesse des données sur les compétences cognitives : La France dispose de "beaucoup de sources disponibles" pour l'évaluation des compétences cognitives (enquêtes nationales sur échantillon comme CEDRE, panels d'élèves, évaluations nationales exhaustives croissantes, nombreuses enquêtes internationales comme PISA).
Manque d'informations sur les compétences socio-émotionnelles : En revanche, il y a "très peu d'information sur les compétences socio-émotionnelles des élèves".
Importance : Ces compétences sont "enseignables", "nécessaires aux apprentissages" (persévérance, curiosité) et "fondamentales pour votre réussite professionnelle, scolaire, personnelle".
Inégalités : Les enquêtes de l'OCDE dans les pays européens participants montrent également de "fortes inégalités sociales de performance dans ces domaines".
Appel à participation : La France est encouragée à rejoindre l'enquête de l'OCDE sur les compétences socio-émotionnelles pour "compléter le diagnostic très riche qu'on a sur les compétences cognitives".
E. Bien-être des élèves
Satisfaction de vie : En 2018, environ 70% des élèves français se déclaraient "en général satisfaits avec leur vie", un taux supérieur à la moyenne de l'OCDE.
Anxiété en mathématiques : Les élèves français se déclarent "plutôt plus anxieux face aux mathématiques". Notamment, un "écart plus grand avec la moyenne de l'OCDE" est observé sur l'item : "Je suis très tendu quand j'ai un devoir de mathématique à faire". Cela soulève la question de l'accompagnement socio-émotionnel des élèves pour gérer cette anxiété.
Harcèlement : En 2018, entre 5 et 10% des élèves français déclaraient être exposés "au moins plus d'une fois par mois" à un événement s'apparentant au harcèlement.
En cumulant tous les types de harcèlement, 20% des élèves de 15 ans se disent concernés "au moins une fois par mois" par l'un de ces événements.
La bonne nouvelle est que la France est "plutôt un petit peu en dessous de la moyenne de l'OCDE".
III. Leviers politiques pour améliorer la situation : Le rôle des enseignants
Cet effet est observé sur les performances académiques (plus marqué en mathématiques qu'en français, les maths étant "essentiellement un travail qui est fait en classe") et sur les compétences socio-émotionnelles.
Comparé à d'autres interventions (comme la réduction de la taille des classes), "l'effet enseignant est plus fort".
A. Politiques des systèmes éducatifs performants et équitables
L'analyse des systèmes éducatifs considérés comme "meilleurs" (à la fois performants et équitables) révèle trois éléments communs concernant la profession enseignante :
Expérience pratique longue et obligatoire : Pendant la formation initiale des enseignants (au minimum un semestre, idéalement 1 à 2 ans), avec un tuteur.
Formations continues adaptées : Des formations qui "répondent à leurs besoins" spécifiques et à ceux de l'établissement.
Évaluation liée à la formation continue : Les mécanismes d'évaluation des enseignants sont "reliés à la formation continue" et aux propositions de développement professionnel.
B. Variables liées à la réussite des élèves (études micro)
Des travaux ont mis en évidence des corrélations fortes entre certaines variables concernant les enseignants et chefs d'établissement, et les performances cognitives et socio-émotionnelles des élèves :
Temps d'enseignement effectif : La part du temps de classe que les enseignants passent "réellement à enseigner" (et non à gérer la discipline ou l'administratif) est "très fortement lié au réussit à la réussite des élèves".
Temps de correction des copies : Le temps de travail passé par les enseignants à corriger les copies est "très positivement relié à la réussite des élèves", car cela permet d'évaluer les besoins, identifier les difficultés, et adapter les pratiques et les retours aux élèves.
Implication extrascolaire : L'implication des enseignants dans les activités extrascolaires est "très bénéfique pour les compétences socio-émotionnelles".
Satisfaction au travail : La satisfaction des enseignants avec leur environnement de travail est cruciale : "un enseignant qui est heureux là où il est il il arrive davantage à transmettre aux élèves".
Pratiques pédagogiques d'activation cognitive : L'usage de pratiques pédagogiques qui placent "l'élève au centre de l'enseignement" (plutôt que de recevoir passivement).
Autonomie des établissements : L'autonomie donnée aux établissements pour le recrutement et la gestion des enseignants est un "élément positif pour la réussite des élèves".
IV. Recommandations en matière de politique éducative et enseignante
Pour avoir un corps enseignant de qualité et améliorer le système éducatif, plusieurs recommandations sont formulées :
Choix politiques délibérés et évaluation : La qualité du corps enseignant est le "résultat de choix de de choix politique délibéré et qui sont soigneusement mis en œuvre dans le temps", avec des "dispositifs d'évaluation" pour mesurer les effets des interventions.
Développement professionnel continu des enseignants : Les enseignants doivent "devenir des apprenants permanents, des professionnels curieux".
Promotion de la profession enseignante : Il faut "promouvoir la profession enseignante en tant que telle", en soulignant l'aspect "stimulant sur le plan intellectuel" et en offrant des "évolution de carrière".
Développement des compétences socio-émotionnelles : C'est un "levier pour améliorer le bien-être et la réussite de tous les élèves" (mention des cours d'empathie proposés par le ministre comme allant "plutôt dans le bon sens").
Assurer l'accès à des enseignants de qualité pour les élèves défavorisés : Les problèmes de discipline, qui "empêchent l'enseignement", sont "davantage présents dans les établissements défavorisés". Il est donc essentiel que ces élèves aient "aussi accès à des enseignants de qualité".
Autonomie des établissements : Les efforts récents en France pour accorder plus d'autonomie aux établissements sont à saluer, car cela ne va pas "nécessairement de paire avec de plus grandes inégalités de réussite".
Attractivité du métier : Au-delà du salaire, il faut valoriser l'attractivité du métier en offrant des perspectives de carrière et en reconnaissant le caractère intellectuellement stimulant de la profession.
Promouvoir la collaboration entre enseignants : Les enseignants français sont "assez solitaires", "très nombreux à dire qu'ils ne collaborent pas avec leurs collègues", qu'ils "ne co-enseignent pas", et qu'ils ne "viennent pas s'observer les uns les autres en salle de classe pour se faire des retours".
Cette absence de dialogue et d'échange est un "manque cruel" qui prive la profession de la "richesse" de la collaboration.
En conclusion, si la France se situe légèrement au-dessus de la moyenne de l'OCDE en termes de performances cognitives, elle est confrontée à une tendance à la baisse en mathématiques et à de fortes inégalités sociales.
L'amélioration de la situation passe par une valorisation et un soutien accru aux enseignants, une promotion active des compétences socio-émotionnelles et une transformation des pratiques professionnelles vers plus de collaboration et d'autonomie au niveau des établissements.
Le Partenariat en Santé : Synthèse de trois Expériences de Terrain
Ce document de synthèse analyse les interventions de trois équipes lors d'une session organisée par le Centre Opérationnel du Partenariat en Santé (COPS).
Il explore la mise en œuvre concrète du partenariat en santé à travers les secteurs des soins primaires, du sanitaire et du médico-social.
L'intégration du patient et de ses proches comme partenaires actifs transforme durablement les pratiques de soin.
Les retours d'expérience mettent en lumière une transition fondamentale : passer d'une logique de « faire pour » le patient à une logique de « faire avec » lui.
Points clés à retenir :
• Diversité des modèles : Le partenariat s'adapte à différents contextes, de la gouvernance des structures territoriales (CPTS) à la co-construction de parcours hospitaliers spécifiques ou au soutien à domicile.
• Défis opérationnels : Le recrutement des patients partenaires, l'acculturation des professionnels, la gestion du temps commun et la pérennisation des financements constituent les principaux obstacles.
• Bénéfices mutuels : Le partenariat améliore la pertinence des soins, réduit l'isolement des familles et renforce le sens du travail pour les professionnels de santé, contribuant ainsi à une meilleure qualité de vie au travail (QVT).
• Rigueur méthodologique : Pour éviter le « tokenisme » (participation de façade), une méthodologie rigoureuse et une coordination dédiée sont essentielles.
--------------------------------------------------------------------------------
Les Communautés Professionnelles Territoriales de Santé (CPTS) regroupent des acteurs de santé libéraux pour mener des actions de santé publique. Dans cette expérience, le partenariat est envisagé comme une confrontation de « morceaux de réalité ».
Le partenariat au sein de la CPTS se décline sur plusieurs strates :
• Consultation : Réalisation d'enquêtes sur l'expérience des patients dans les lieux de soins non programmés pour comprendre leurs motivations de déplacement.
• Parcours de soins : Implication de patients experts dans des groupes de travail pluriprofessionnels (insuffisance cardiaque, diabète, santé orale).
• Gouvernance : Création d'un collège spécifique au sein de l'association ouvert aux patients, élus et habitants, disposant de voix consultatives au conseil d'administration.
| Catégorie | Détails | | --- | --- | | Freins | Confusion sémantique (multiplicité des termes : patient expert, traceur, coach) ; Difficulté de recrutement local ; Absence de statut administratif (SIRET) pour rémunérer les patients sans association. | | Leviers | Appui des médecins spécialistes hospitaliers déjà acculturés ; Création d'espaces de rencontre hors cabinets médicaux (ex: dépistage en centre commercial). |
--------------------------------------------------------------------------------
Le projet « Au cœur des soins », mené avec l'association Tremplin, porte sur le parcours des enfants porteurs de fentes faciales. Il repose sur une collaboration étroite entre parents partenaires et soignants.
L'ambition est de promouvoir une relation de soin partenariale dès le diagnostic.
1. Recueil de l'expérience : Écoute du vécu des parents.
2. Approfondissement : Identification précise des besoins.
3. Co-construction : Utilisation d'outils participatifs nouveaux en milieu hospitalier.
L'ingrédient secret : Une coordination dédiée (représentant 2/3 des fonds du projet) pour organiser les espaces de dialogue et garantir la rigueur de la démarche, évitant ainsi d'utiliser les patients pour la simple forme.
• Pour les familles : Reconnaissance de leur rôle d'acteur et réduction du sentiment d'isolement.
• Pour les professionnels : Meilleure compréhension des besoins réels. Une orthophoniste témoigne : « J'ai le sentiment d'aller plus vite, d'être plus efficace... la charge mentale est aussi vraiment moindre. »
• Relationnel : Établissement d'une horizontalité dans les échanges, permettant aux patients de comprendre aussi les contraintes des soignants.
--------------------------------------------------------------------------------
L'association AA (Aide et Soins à domicile) s'est engagée dans le partenariat suite à une crise majeure : un conflit délétère entre une équipe de soins et une aidante, ayant entraîné un épuisement professionnel massif (10 arrêts de travail sur 10 salariés).
Initialement, l'association a commis l'erreur de construire la démarche entre professionnels uniquement. Le « rétropédalage » a été nécessaire pour intégrer réellement des aidants et des personnes accompagnées dans les groupes de travail en 2025.
Les témoignages clés recueillis :
• Mme Isabelle (personne accompagnée) : Souligne l'importance d'être attentif à la demande : « Parfois le salarié agit comme il souhaite mais pas comme la personne le souhaite. »
• M. Marc (aidant) : Note que les soignants doivent accepter les conseils des tiers lorsqu'ils manquent de connaissance sur le patient spécifique.
• Fatigabilité : La participation des usagers est contrainte par leur état de santé ou leur charge d'aidant.
• Changement de paradigme : Abandonner le terme de « prise en charge » (jugé passif) au profit de « prendre en soin » ou « accompagner ».
• Transparence : Accepter de recevoir des critiques directes et parfois dures sur la qualité de l'accompagnement.
--------------------------------------------------------------------------------
L'analyse comparée des trois interventions permet de dégager des constantes dans la mise en œuvre du partenariat en santé.
1. L'Acculturation : Le niveau de maturité face au partenariat est très hétérogène. Certains professionnels y voient une remise en question de leur autorité, d'autres une perte de temps.
2. Le Recrutement : Trouver le « bon patient pour le bon parcours », disponible et prêt à s'investir dans la durée, reste complexe.
3. La Temporalité : Aligner les agendas des professionnels libéraux, des salariés hospitaliers et des patients (souvent fatigués) est un défi logistique permanent.
4. Le Financement : La pérennisation des ressources pour rémunérer le temps de coordination et l'expertise des patients est cruciale.
• Volonté Institutionnelle : Un engagement fort de la direction et des cadres est indispensable pour lever les résistances.
• Savoirs Expérientiels : Reconnaître que le savoir issu du vécu de la maladie est complémentaire au savoir scientifique et clinique.
• Évaluation de l'impact : Bien que difficile, la mesure de l'amélioration de l'expérience patient et de la qualité des soins est nécessaire pour valider la démarche à long terme.
Une observation majeure émerge : le partenariat en santé est un levier puissant de bien-être au travail.
En améliorant la compréhension des besoins et en réduisant les situations conflictuelles, il redonne du sens aux missions des professionnels et diminue leur charge mentale, malgré l'investissement temporel initial requis pour sa mise en place.