(1) La relation entre l’encadrant·e et le·a doctorant·e est une dimension importante de notre activité professionnelle, pourtant peu analysée. Une première contribution ouvre une réflexion sur le vocabulaire (directeur·ice, encadrant·e, patron·ne, supervisor…), les textes réglementaires, la littérature scientifique existante, et l’importance qu’il y a d’inscrire la thèse dans une trajectoire professionnelle. (2) Cette seconde contribution part d’une expérience réflexive sur nos pratiques pédagogiques d’encadrant·e, à des fins de partage et discussion au sein du système français d’enseignement supérieur et de recherche. Les difficultés et dysfonctionnements existants dans la relation d’encadrement de thèse nous imposent, éthiquement et politiquement, de construire une proposition pédagogique et professionnelle, qui parte de cas concrets et explicite des situations effectivement rencontrées, afin de fournir des ressources et un horizon normatif pour le travail d’encadrement. L’implication de l’encadrant·e est essentielle pour améliorer les conditions de la thèse. C’est pourquoi nous proposons un premier référentiel des tâches concrètes de l’encadrant·e : enseigner et accompagner, soutenir et supporter, socialiser dans une communauté scientifique et disciplinaire en géographie, et fournir les ressources pour évoluer vers du mentorat.
Our contribution aims at providing a return on experience by describing and theorizing the tactics we developed to poach time, space, and resources in order to write. A series of neoliberal measures in French higher education during the last 20 years shape the context, and have consequences for the political and material economies of scholarly writing. We use de Certeau's concept of poaching, because the strategies that our institutions deploy exert immense pressure on our ordinary scholarly life. Consequently, writing economies have to resort to poaching tactics. We present some of the devices and fixes we have developed in this regard in terms of our teaching, supervision, and research activities.
ici : https://www.cogitamus.fr/camille.html (consulté en juillet 2021) et sa page wikipedia ici : https://fr.wikipedia.org/wiki/Camille_Noûs (consulté en juillet 2021). A nos Camille et à nos George You enter this program the first day and he says: 'I have to let you know right away, my first priority is my writing and my research, my second priority is what I'm doing nationally, and students are my last priority.' (Heinrich, 1991, p. 523) 1 . Encadrer des thèses : d'abord, ne pas nuire. (1) État d'un champ de recherche EchoGéo, 59 | 2022
Quantum chemical calculations using DFT and NBO, ETS-NOCV, QTAIM and ELF interpretative approaches have been carried out on <b>X</b>-BH<sub>2</sub><sup>+</sup> borenium complexes for 39 divalent C-donor ligands <b>X</b> including various N-heterocyclic carbenes and carbones. The C-B bond length and the barrier of rotation around the C-B bond were calculated and compared with various descriptors of the C-B pi-bond strength obtained from the orbital localization, energy partitioning or topological methods. Two families of descriptors emerged: <i>intrinsic</i> indicators, which measure the intensity of the pi-bond in the investigated molecule, and <i>relative</i> indicators, among them the rotational barrier, which compare the studied molecule with its conformer in which the pi-interaction is prevented. <i>Relative</i> indicators are influenced by other interactions in addition to purely pi-interactions. For both families of descriptors, excellent correlations are obtained, showing that the interpretative methods, despite their conceptual differences, describe the same chemical properties. These results also reveal noticeable shortcomings in these methods, and some precautions that need to be taken to interpret their results adequately.<br>
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