Ce travail explique les transformations de la division du travail intellectuel dans les sciences sociales à travers l’étude des faits économiques au sein de l’EHESS et de son ancêtre la VIe Section.Créée grâce au soutien de la fondation Rockefeller en 1947, la VIe Section entend répondre aux importants besoins d’expertise économique issus de la reconstruction d’après-guerre. Les « économistes réalistes » y revendiquent alors une approche pluraliste des faits économiques selon laquelle l’étude des structures de l’économie s’appuie sur des méthodologies issues d’autres sciences sociales.Rapidement, cependant, cette approche est considérée par les mécènes de la section comme trop académique et les tentatives de rapprochement avec les pouvoirs politique et économique échouent au milieu des années 1950. En outre, la refonte de l’agenda scientifique de la VIe Section autour du programme d’étude des aires culturelles, grâce au soutien de la fondation Rockefeller dans le contexte de guerre froide culturelle, favorise d’autres approches des faits économiques, en particulier celles de l’histoire économique et de l’anthropologie économique. Dès lors, la discipline économique marque le pas dans la section : seuls 6 économistes sont élus parmi les plus de 150 directeurs d’études qui le sont entre 1958 et 1972.Au milieu des années 1970, la nouvelle direction de l’institution assure le renouveau de la discipline économique autour de la modélisation. Cette approche, tournée vers des critères de validation scientifique internationaux, éloigne de facto les économistes des autres chercheurs en sciences sociales. / This work analyzes the transformations in the division of intellectual labor in social science by considering the study of economic facts within the Sixth Section and the EHESS in the postwar era. Created with the support of the Rockefeller Foundation in 1947, the Sixth Section was meant to meet the need for economic expertise during reconstruction. First, “realistic economists”, then dominant within the institution, advocated a pluralistic approach to economic facts and used the methodology of other social sciences. Very quickly, however, this approach was considered too removed from the patrons’ concerns and the attempts to bring economists closer to political and economic powers failed in the mid-1950s. In addition, the reorganization of the scientific agenda of the Sixth Section around the so-called “areas study program” promoted other approaches to economic facts, in particular economic history and economic anthropology, accentuating the decline of economics at EHESS. In the mid-1970s, however, the institution's new leadership helped the revival of economics around theoretical modeling. Based on international scientific standards, this approach estranged economists from other social science disciplines.

Widows in Nigeria endure adverse and traumatic practices that affect their health, well-being, and rights as women. After decades of struggle and resistance against persistent widowhood practices, this study sought to portray in Nigerian widows, hidden strengths, resilience, and agency rather than their vulnerability and powerlessness. Analysis of secondary scholarship, interviews, and survey questionnaires reveal that some Nigerian widows are able to cope even as they navigate through the challenges and trauma of demeaning and stressful practices. The results also demonstrate that the ability to cope and thrive under stress and adversity links not only to an individual’s personal growth and well-being, but also to their ability to develop agency and empower themselves. This study has implications for female empowerment and sociocultural change. Additionally, the results suggest a need for future research and interventions that further develop the concept of resilience in Nigerian widows.

La taille moyenne des équipes de recherche n’a cessé d’augmenter depuis plusieurs décennies pour l’ensemble des disciplines et quel que soit le pays considéré. Par exemple, l’étude d’Adams (2004) sur les articles publiés par au moins une université américaine entre 1981 et 1999 montre que le nombre d’auteurs moyen par publication a été constamment croissant passant de 2,8 à plus de 4,2. Les chercheurs ont tenté d’apporter des explications à cette observation. La complexité de plus en plus importante de la science a été une des premières idées développées : en effet, on a assisté à une augmentation du stock de connaissances et de nouveaux domaines de recherche, notamment multidisciplinaires, sont apparus. Mais cette hausse de la taille moyenne des équipes pourrait avoir d’autres origines : une concurrence plus forte entre les scientifiques les conduirait à se regrouper pour échapper à la compétition. Ce débat s’est peu à peu porté sur les causes, les avantages, les inconvénients et les conséquences de la collaboration scientifique. Les chercheurs ont essayé d’évaluer l’impact de cette dernière sur plusieurs variables comme leur productivité, la qualité de leurs articles ou encore leur nombre de publications, avec des résultats souvent différents d’une étude à l’autre. Dans cette thèse, deux questions majeures seront abordées : comment se forment les équipes de recherche et comment fonctionnent-elles ? Pour y répondre, nous formulerons tout d’abord une modélisation microéconomique sous la forme d’un jeu en deux étapes visant à expliquer les conséquences de la coopération sur la production scientifique et la constitution des groupes de recherche. Nous essaierons ensuite de déterminer de manière empirique les différents facteurs expliquant la formation des équipes en exploitant une base de données de l’OST portant sur l’ensemble des articles de toutes les institutions académiques mondiales depuis plusieurs décennies. Nous analyserons également les publications des universités de Bordeaux pour tenter de comprendre à tous les niveaux la formation et le fonctionnement des équipes notamment à l’échelle de chaque chercheur et de chaque laboratoire. / This thesis aims at understanding the increasing complexity of research projects as one of the possible explanations for the fall in researchers’ productivity observed over decades. We conceptualize a research project as an idea and a team of researchers. Each idea is associated to a given knowledge production function that we suppose of the CES-form. Production factors are sub-team efforts, each one in a distinct field of expertise. We theoretically show that, at equilibrium, team outcome depends negatively on a synthetic index which characterizes its knowledge production function that we call disciplinary complexity of the research project. Though this index and its components are typically not observable in the data, we show that it is tied to the Hill index of factor contributions to the output, a standard interdisciplinary measurement in our application. This offers an opportunity to test empirically the increasing disciplinary complexity over time of research as an explanation of its decreasing productivity. We confirm those predictions on an original dataset of nearly four hundred thousand research projects over the period 1999-2013.

Einleitung Die Entwicklung von Produkten erfolgt heutzutage vermehrt in interdisziplinären Teams. Dadurch können die Belange der beteiligten Abteilungen frühzeitig im Entwicklungsprozess berücksichtigt werden. Unter Leitung eines Projektmanagers können diese Teams weitgehend selbstständig agieren, wodurch Informations- und Entscheidungswege deutlich verkürzt werden können (Pahl et al. 2013). Neben der Interdisziplinarität zeichnen sich Entwicklungsteams ebenfalls dadurch aus, dass deren Mitglieder oftmals global verteilt arbeiten und in mehreren Projekten gleichzeitig eingesetzt werden. Um den Herausforderungen bei der standortübergreifenden Produktentwicklung zu begegnen, setzen beispielsweise große Automobilzulieferer auf das durch Informations- und Kommunikations-technologie gestützte Virtual Obeya-Konzept. Dieses Konzept basiert auf dem aus der schlanken Produktentwicklung bekannten Werkzeug "Obeya". Mit Hilfe moderner Technik können die wesentlichen Elemente traditioneller Obeya-Räume digitalisiert werden. Die Vernetzung der Virtual Obeya-Räume an verschiedenen Standorten ermöglicht es außerdem, dass die Akteure zeitgleich auf die zugrunde liegenden Informationen zugreifen können, sie manipulieren können und sich darüber austauschen können. Um die standortübergreifende Teamarbeit in der Produktentwicklung auch über große Distanzen hinweg nachhaltig zu unterstützen und zu fördern, ist daher die Errichtung solcher Räume an mehreren Standorten sowie deren organisatorische Integration im Unternehmen notwendig. Darüber hinaus muss der Akzeptanz bei den Anwendern des Konzepts große Beachtung geschenkt werden. Basierend auf den Erkenntnissen der Kooperation mit einem namhaften Automobilzulieferer wird in dem vorliegenden Beitrag ein allgemeingültiges Konzept vorgestellt, welches die erforderlichen Schritte und Maßnahmen zur internationalen Einführung von Virtual Obeya in anderen Unternehmen beschreibt.

Interdisziplinarität ist eine Arbeitsform mit großem Potential für Innovation. Die Kombination der Methoden und Fähigkeiten verschiedener Disziplinen ermöglicht es die Grenzen mono- und multidisziplinärer Arbeit zu sprengen und Neuartiges zu entwickeln. Interdisziplinäre Teamarbeit ist jedoch zeitaufwändig und erfordert neben fachlichen Qualifikationen besondere, soziale Kompetenzen der Mitarbeiter. Nicht bei jedem Projekt führt sie zu einer erhöhten Leistungsfähigkeit. Gegenwärtig fehlen Orientierungspunkte, bei welchen Aufgabenstellungen und unter welchen Rahmenbedingungen interdisziplinäre Arbeit zu dem erwünschten Mehrwert führt. [... aus dem Text]

Orientador: Alexandre de Oliveira Legendre / Resumo: A presente dissertação trata-se de um estudo de mestrado profissional do Programa de Pós-Graduação em Docência para a Educação Básica que objetivou caracterizar a percepção ambiental de parcela de estudantes dos 5° Anos o Ensino Fundamental I da rede municipal da Estância Turística de Piraju. Conceitos de interdisciplinaridade, educação ambiental crítica, tecnologias digitais, gamificação e percepção ambiental foram revisitados e discutidos de forma a traçar a perspectiva defendida no estudo. Na pesquisa de campo foi aplicado um questionário de percepção ambiental com 24 perguntas fechadas após prévia aprovação do Comitê de Ética em Pesquisa e consentimento livre e esclarecido dos responsáveis dos menores participantes e dos (as) diretores(as) das escolas envolvidas, além do termo de assentimento informado dos estudantes. Os resultados demostraram que a população pesquisada teve uma percepção ambiental geral dentro do esperado, apesar das carências terem sido detectadas em relação a alguns temas específicos e que há uma clara influência do contexto na percepção ambiental dos indivíduos, pois apresentaram percepções em função da situação social, cultural e ambiental da comunidade em que vivem, valorando de forma peculiar os diversos recursos e serviços ecossistêmicos. Os resultados do estudo foram utilizados como embasamento para elaboração do protótipo educativo Ambiente-se: identidade histórica e ambiental, o qual pretende oportunizar o aprimoramento da percepção ambiental d... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This dissertation is a professional master's study of the Postgraduate Program in Teaching for Basic Education and aimed to characterize the environmental perception of a portion of students from the 5th years of elementary school in the municipal network of the Estância Piraju Tourist Office. Concepts of interdisciplinarity, critical environmental education, digital technologies and environmental perception were revisited and discussed in order to outline the perspective defended in the study. In the field research, an environmental perception questionnaire was applied with 24 closed questions after prior approval by the Research Ethics Committee and free and informed consent from the responsible of the participating minors and the principals of the schools involved, in addition to the term informed consent of the students. The results showed that the researched population had a general environmental perception within the expected, despite the deficiencies having been detected in relation to some specific themes and that there is a clear influence of the context on the environmental perception of individuals, as they presented perceptions according to the social situation, cultural and environmental aspects of the community in which they live, valuing in a peculiar way the diverse ecosystem resources and services. The results of the study were used as a basis for the development of the educational prototype Ambiente-se: historical and environmental identity, which aims to pr... (Complete abstract click electronic access below) / Mestre

Artificial intelligence is a symptom of the future of the 1980s, a technological phenomenon esoterized by millions of lines of code, a spirit in a machine, an artist of generative design, a scarecrow fictionalizing dystopian surrealism. Artificial intelligence has been talked about for a long time, in various fields from information and communication technologies through sociology and political science to design and art. Czech scientific fetishism guarding the boundaries of disciplines, showing what we are and what the others are, where designers have nothing to say about the work of anthropologists and not at all programmers, who in turn can never know anything about philosophy or microbiology. Ivory towers protruding in the void suspecting those towers at a safe distance. The HUMAIN project and conference seeks to go against this and find common ground and common narratives between design, humanities and art. We are not talking about terminological multiplication, we do not want to bring interdisciplinary leveling. HUMAIN is a platform for finding a common language and establishing cooperation. We do not want William Gibson to write the future, but to reflect artificial intelligence from as many angles as possible and to aim for the greatest possible emancipation of people, robots and the planet.

Background: This narrative study explores the experiences of social scientists in medical education research (MER) units housed in Canadian medical schools. Although MER has been gaining recognition as an important area of research to facilitate the translation of medical education into medical practice, the need for social science research in MER remains poorly understood. Moreover, available literature on the career progression of researchers in MER – with regards to factors like academic promotion, funding opportunities, and job satisfaction – have been largely limited to clinician or biomedical researchers. Purpose: To explore the experiences of social scientists in medical education research (MER) units housed in Canadian medical schools through the research question: How do social scientists experience the evolution of their careers into MER? Research Design: Narrative study. Data Collection and Analysis: This study involved semi-structured interviews with six faculty members of MER units in three medical departments in Canada. Findings: My analysis revealed the following themes: 1) challenges are systematic in nature but rewards tend to be interpersonal; 2) the development of MER units have helped improve social scientists’ experiences in MER; 3) interdisciplinary and interprofessional interactions act as both the greatest challenge and reward of a social scientist’s career in MER; 4) social scientists’ perceived experiences in MER are influenced by their perceived impact on institutional change; and 5) social scientists in MER retain and advocate for their identity as social scientists, but individual differences exist in the perceived gratification of advocacy work.

La ricerca, condotta secondo il metodo interdisciplinare e in comparazione tra Unione europea e Stati Uniti d’America, mira a indagare i profili di risk management relativi allo sviluppo e alla immissione sul mercato/messa in servizio dei dispositivi medici di intelligenza artificiale (IA). Speciale attenzione viene rivolta al ruolo del diritto penale nella gestione del “rischio da IA” (con particolare riferimento alla responsabilità colposa per “danno da dispositivo medico AI-based”) nell’ordinamento italiano, espressione della tradizione giuridica di civil law e parte dello “spazio di libertà, sicurezza e giustizia” (v. art. 3, paragrafo 2 TUE) determinato dall’adesione della Repubblica italiana all’Unione europea, e nell’ordinamento federale statunitense, titolare (in virtù dell’art. I § 8 U.S. Constitution) della potestà normativa nella materia de qua e rappresentativo della tradizione giuridica di common law. Segnatamente, la Parte I è dedicata alla disamina delle caratteristiche tecniche dell’IA e delle sue principali applicazioni in medicina, nonché all’illustrazione dell’avanzato livello del dibattito angloamericano in ordine alle decisioni in stato di incertezza scientifica. Nella Parte II vengono illustrate le discipline applicabili alle diverse fasi del “ciclo di vita” di un AI-based medical device, con riguardo prima all’ordinamento dell’Unione europea, poi all’ordinamento federale statunitense. Discipline, queste, aventi natura essenzialmente amministrativistica (o para-amministrativistica), sia che si tratti di hard law (come nel caso dei principali strumenti normativi UE), sia che si tratti soft law (come, invece, prevalentemente si riscontra negli USA), e dalle quali promanano norme di condotta a contenuto cautelare. La Parte III affronta il tema della tutela penale di dette regole cautelari. L’indagine si conclude con una riflessione circa i principali punti “di forza” e “di debolezza” dei sistemi comparati, e, dal punto di vista dell’ordinamento italiano, con una proposta in chiave de lege ferenda: i.e., onde evitare (poco coerenti) effetti disincentivanti dell’attività (consentita) in questione, si auspica una riforma di sistema finalizzata a riequilibrare la portata del diritto penale, in armonia con gli strumenti offerti dal diritto amministrativo e dal diritto civile.

Following is a study that explores learning in community in a fully-integrated, team taught course at a community college in New England. These classes, Learning Communities (LCs) represent rich opportunities for exploring and practicing democratic education. From a theoretical grounding in social learning theories and an exploration into learning and community as active, ongoing phenomena, I present narrative, relational research as enactment. Data from field notes, interviews, focus groups and researcher reflections inform findings and analysis. I represent this as an experience parallel to -- not claiming either to mirror or replace -- the experiences of the other participants. In these findings, I identify a duality of circles and lines, with circles representing open inquiry, community, collaboration, and democratic discourse. Lines represent reification, hierarchical and binary thinking, and the threat of positivism. Long hours, intense interactions, openness to collaboration, flexible pedagogy, and emerging curriculum all make for complicated relationships that allow for questions, confusions and tensions around what it means to know, who gets to decide, and what are the parameters and epistemologies of academic disciplines. I hope, through this text, to report, celebrate, and participate in these conversations.