In 1763, France had just suffered a devastating loss to the British in the Seven Years' War. In almost an instant, France's claims to West Africa shrank to the tiny island of Gorée off the coast of Senegal and a few trading posts on the mainland. This drastic reversal of fortunes forced France to reevaluate its place in the world and rethink its overall imperial objectives and colonial strategies, and in an effort to regroup, the French Empire sent a new governor, Pierre François Guillaume Poncet de la Rivière, on a mission to regain its foothold in West Africa. From this tiny island, France eventually succeeded in overturning its devastating losses and establishing itself as the dominant force in the region over the next two centuries, so deeply ingraining its influence into the core of West Africa that its imperial influence is still felt today.Despite France's future success, Poncet's tenure as governor was fraught with mismanagement and poor planning. Poncet believed he had the full backing of the Duc de Choiseul, but Poncet's excessive zeal, inability to effectively employ and listen to subordinates, and rash interactions with the British undermined the French presence in the region and ultimately led to his dismissal. Poncet's governorship sheds new light on Choiseul's goals for the Senegambia region and his underestimation of what it took to establish a strong presence.

À partir de 1422 l’Anglais Jean de Lancastre (1389-1435), duc de Bedford, fut le régent du royaume français de son jeune neveu Henri VI. Le traité de Troyes (1420) prévoyant une présence anglaise pérenne en France, le régent dut mettre en place une structure de domination sociale consentie plutôt qu’entretenue par la coercition. C’est dans cette optique que le duc de Bedford instaura une politique culturelle et linguistique, fortement inspirée de celle des grands Valois, lui permettant de cultiver l’assentiment à son régime et de légitimer sa propre autorité. Cette politique est l’objet principal de notre recherche. Nous proposons en un premier temps d’analyser dans le détail les éléments constitutifs de la politique culturelle du régent Bedford, dont les somptueuses résidences, les riches manuscrits et le généreux patronage étaient autant de manifestations de la puissance anglaise en France. Ces dernières lui permettaient de s’insérer dans une société courtoise continentale, notamment auprès de son beau-frère et plus important allié, Philippe de Bourgogne. Parallèlement sa politique lui permettait aussi, notamment à travers l’imitation des rois de France, le déploiement de ce qu’on pourrait appeler des éléments de propagande. L’analyse de ces divers éléments révèle cependant qu’ils étaient peut-être moins destinés à convaincre les gouvernés qu’à consolider les convictions des gouvernants. Nous consacrons ensuite un chapitre dédié à l’exercice du pouvoir par l’écriture. Nous y analysons la production d’actes du duc de Bedford, autant en France qu’en Angleterre, sous le prisme de sa conformité ou de sa divergence d’avec les normes françaises. Le respect des traditions diplomatiques locales et de la langue des actes constituait, en soi, une affirmation des principes du traité de Troyes et un symbole de la continuité du pouvoir entre Valois et Lancastre. Parallèlement, la présence de certains éléments typiquement anglais dans l’administration militaire de la France de Bedford trahit une intégration imparfaite des pratiques locales. Nous y soulignons également l’importance du rôle des secrétaires français dans la coordination avec le royaume anglais d’Henri VI, certains se trouvant même à en intégrer l’appareil étatique. Si au final l’administration anglaise s’avère avoir été peu encline à l’adoption de pratiques étrangères, elle fut le théâtre d’importants changements linguistiques qui n’étaient pas étrangers à l’expérience de la France lancastrienne. En troisième lieu, nous soulignons la contribution d’autres figures importantes de la vie culturelle en France anglo-bourguignonne. La participation de personnages comme Richard Beauchamp et John Talbot à la vie de cour instaurée par le régent témoigne de l’intégration, par les Anglais en séjour sur le continent, de nombreux éléments de culture française. Une telle activité culturelle persista d’ailleurs longtemps après la mort de Jean de Lancastre. Le patronage, la circulation des idées, des artistes et, surtout, l’intériorisation du récit lancastrien en France y résulta en une certaine acculturation des élites, entraînant subséquemment une transformation de la culture anglaise outre-Manche. Cette appropriation culturelle participa à la pérennité de la langue et de la littérature française dans l’Angleterre du XVe siècle, tout en contribuant paradoxalement à la promotion d’une identité proprement anglaise. / From 1422 the Englishman John of Lancaster (1389-1435), duke of Bedford, was regent of his young nephew’s French kingdom. Because the treaty of Troyes (1420) provided for a long-lasting English presence in France, the regent had to put in place a social domination structure based on consent rather than coercion. In this context, the duke of Bedford devised a cultural and language policy inspired by the attitudes of the most prominent members of the Valois family. It allowed him to bolster support for his regime and legitimize his power. This policy is the main object of our research. We first propose to examine each element of Bedford’s cultural policy. His magnificent households, precious manuscripts and generous patronage were outward symbols of the might and stability of English rule in France. These possessions also allowed their owner to present himself as a legitimate member of continental courtly society. As such, they were a mean to strengthen the bond with his most important ally, his brother-in-law Philip, duke of Burgundy. At the same time the regent depicted himself, and by extension Henry VI, as the legitimate ruler of France by actively imitating past French kings. Some of his cultural enterprises can be conceived as propaganda. However under careful scrutiny these representations of power appear to have been intended not only for the conquered, but also for the conquerors themselves. We devote a second chapter to the exercise of power through writing. We analyze the duke’s production of written documents, both sides of the Channel, in light of its compliance to or defiance of French diplomatic tradition. In itself, the adoption of local practices and language was both respectful of the spirit of the treaty of Troyes and a convenient way to conceal the dynastic rift between Valois and Lancaster. On the other hand, the continued use of typical English documents in Bedford’s organization of the military reveals the limited extent of his acculturation. We also consider the important role of the French secretaries in the coordination between the two kingdoms, which in theory were supposed to be kept separate. Some of them were so involved in English affairs that they moved to England to serve Henry VI. In the end however the English bureaucracy remained mostly unaffected by extraneous innovations. Nonetheless, the very significant linguistic shift it underwent was contemporary, and linked, to the demise of Lancastrian France. The last chapter examines the contribution of other important figures of the anglo-burgundian cultural environment. The continental activity of magnates like Richard Beauchamp and soldiers like John Talbot exemplifies the relative vitality of courtly life in Lancastrian France and highlights the adoption of some elements of French culture by the English there. The subsequent patronage, circulation of texts and artists and, ultimately, the internalization of the Lancastrian French narrative, led to the transformation of English culture. This cultural appropriation contributed to the perpetuation of French language and literature in fifteenth-century England. Paradoxically, it also reinforced a properly English identity.

Диссертационное исследование посвящено выявлению наиболее эффективных организационно-методических условий подготовки детей 6-7 лет к сдаче норм ГТО 1 ступени. В ходе исследования было выявлено, что для успешной подготовки детей старшего дошкольного возраста к сдаче норм ГТО 7 1 ступени можно использовать различные технологии (игровую, онлайн, технологию развития предпосылок универсальных учебных действий). При этом наиболее эффективной для развития большинства физических качеств является технология развития предпосылок универсальных учебных действий. / The dissertation research is devoted to identifying the most effective organizational and methodological conditions for preparing children 6-7 years old to pass the TRP standards of the 1st stage. In the course of the study, it was revealed that various technologies (gaming, online, technology for the development of prerequisites for universal educational actions) can be used for the successful preparation of older preschool children for passing the standards of the TRP 7 of the 1st stage. At the same time, the most effective technology for the development of most physical qualities is the technology for the development of prerequisites for universal educational activities.

Bakgrund: Den digitala utvecklingen inom primärvården ökar. Hög ålder är relaterad till minskad användning av digitala tjänster och verktyg. Äldre personer löper risk att drabbas av digitalt utanförskap. Syfte: Syftet med studien är att beskriva äldre personer över 80 års hantering och upplevelser av digitala verktyg och tjänster på primärvårdsmottagning. Metod: En kvalitativ design med induktiv ansats användes. Datainsamlingen utgjordes av intervjuer med tio personer över 80 år. En semistrukturerad intervju med öppna frågor utifrån en intervjuguide användes. Datamaterialet analyserades genom kvalitativ innehållsanalys. Datamaterialet kodades och bildade tre huvudkategorier med respektive två underkategorier. Resultat: Äldre personers upplevelse av delaktighet och kontroll påverkas av om de självständigt hanterar primärvårdens digitala tjänster och verktyg eller överlåter hanteringen till anhöriga. Tillgång till digitala hjälpmedel, fysiska förmågor och begränsningar påverkar upplevelsen. Begriplig information är viktig när det gäller att förstå digitala tjänster och verktyg. Mänsklig kontakt skapar trygghet medan avsaknad av det leder till oro och rädsla. Slutsats: Tillgång till digitala hjälpmedel, möjlighet till hjälp från utomstående, rätt anpassad information och tillgång till mänskligt bemötande är viktigt och ger äldre personer en känsla av trygghet och delaktighet. När dessa områden brister skapar det kontrollförlust och leder till känslor av oro och minskad delaktighet. / Background: Digital development in primary care is increasing. Old age is related to reduced use of digital services and tools. Older people are at risk of digital exclusion. Aim: The aim of the study was to describe older people over 80 years of age handlings and experiences of digital tools and services at primary care clinics. Method: A qualitative method with an inductive approach was used. The data collection consisted interviews with ten people over 80 years of age. A semi-structured interview with open questions based on an interview guide was used. The data was analyzed through qualitative content analysis. The data was coded and formed three main categories with two subcategories, respectively. Results: Older people's experience of participation and control is affected by whether they independently manage primary care's digital services and tools or leave the management to relatives. Access to digital aids, physical abilities, and limitations affect the experience. Information that is comprehensible is important when it comes to understanding digital information. Access to human contact creates security, while the lack of human contact leads to anxiety and fear. Conclusions: Access to digital tool the possibility of help from outsiders, correctly adapted information and access to human interaction are important and give older people a sense of security and participation. When these areas fail, it creates a loss of control and leads to feelings of anxiety and reduced participation.

The intent of this thesis is to research the anti-terror legislation of 15 countries and the history of terrorist incidents within those countries. Both the anti-terror legislation and the history of terrorist incidents will be researched within the time period of 1980 to 2009, a 30 year span. This thesis will seek to establish a relationship between the occurrence of terrorist events and when states change their anti-terror legislation. Legislation enacted can vary greatly. Common changes in legislation seek to undercut the financing of terrorist organizations, criminalize behaviors, or empower state surveillance capabilities. A quantitative analysis will be performed to establish a relationship between terrorist attacks and legislative changes. A qualitative discussion will follow to analyze specific anti-terror legislation passed by states in response to terrorist events.

Non-traditional students make up approximately 20% of the undergraduate student population nationwide and are one of few segments of the student population that are not provided with targeted programs and services. To help this cohort achieve their goals whilst universities can increase their retention rates, this research begins a review of the non-traditional student literature to gain an understanding of what this population faces as far as barriers to their education. The literature also provides recommendations and further information in retention efforts to support the student during their academic years. Next, an analysis of non-traditional student support services at 4-year public universities was conducted between 15 different institutions, including the University of Central Florida. Only two of the universities in this study had a department or office specifically to support the needs of this cohort, one being the smallest universities in this research study and the other was one of the largest. Three more universities researched have a program dedicated to these students. The remaining 10 universities had little to no non-traditional student support structures in place at their university. This research provides 34 different methods for providing non-traditional student support to universities across the nation.

No description available.

No description available.

No description available.

No description available.