Just how International and European Community Law is being integrated into domestic legal systems is as yet not too well known. To gain a clear overview of this grey area requires more than knowing about the various constitutional rules. What is also needed is a study of little-known administrative practices and the attitudes of the national courts, where case-law is often as complex as it is diverse. When all these elements are taken into account, the general picture that emerges is a much more subtle one, transcending the classical positions based on the theories of monism and dualism. To grasp this reality and go beyond preconceived ideas, it seemed indispensable to make a thorough analysis of national practices. To this end, the International Law Centre of the University of Paris XIII (Cedin Paris XIII) took the initiative, in 1990, of setting up a network of European international lawyers to work on the theme International norms and legal barriers'. This book presents the outcome of the network's programme. The research was organized on the basis of a single questionnaire which provided the outline of a common workplan, to which each of the contributors has adhered. Detailed comparisons of national practices can now be made, relating in particular to international treaties, acts of international organisations and of the European Communities, and to unwritten international law. This is the first time that such a comprehensive and detailed survey has been made of all thirteen countries. Reading the national reports one after the other provides complete information on domestic practices; reading them crosswise gives a direct comparison between the different countries on specificissues.

Le contexte actuel mène les concepteurs vers des systèmes toujours plus complexes et performants, intégrant un grand nombre d’éléments souvent fortement couplés et appartenant à divers champs de la physique énergétique. Après une présentation de l’approche systémique de conception, ce premier volume rassemble les points-clés permettant de modéliser et de caractériser efficacement des systèmes multiphysiques (formalismes graphiques, Bond Graphs, GIC/REM), d’analyser la qualité et la stabilité des réseaux et de contribuer à la robustesse en conception intégrée. La gestion de l’énergie des systèmes énergétiques hybrides incluant du stockage est également largement détaillée et différentes méthodes statistiques permettant de dimensionner les réseaux ou de caractériser leur sûreté de fonctionnement sont proposées (par exemple, la méthode de Monte-Carlo). Les techniques d’analyse, de synthèse et de gestion présentées dans cet ouvrage participent à l’optimisation des systèmes énergétiques. Elles sont complétées par des approches spécifiquement orientées vers la conception par optimisation, objets du second volume.

Quelle est la bonne carte de séjour à demander ? Quelles conditions permettent d’obtenir le droit d’asile ? Comment procéder au regroupement familial ? Comment devenir Français ? Quels dangers courent les immigrés clandestins ? Cet ouvrage apporte des réponses concrètes à ces questions et à bien d’autres auxquelles sont confrontés les candidats à l’immigration aussi bien que les immigrés. Guide pratique écrit en langage non technique, il se veut une aide précieuse pour les non juristes confrontés au très complexe droit des étrangers. Indiquant systématiquement toutes les références aux textes juridiques visés, de la loi jusqu’aux circulaires, il sera aussi un outil indispensable pour les professionnels.

The debate is no longer whether to use information and communication technologies (ICT) in education in Africa but how to do so, and how to ensure equitable access for teachers and learners, whether in urban or rural settings. This is a book about how Africans adopt and adapt ICT. It is also about how ICT shape African schools and classrooms. Why do we use ICT, or not? Do girls and boys use them in the same ways? How are teachers and students in primary and secondary schools in Africa using ICT in teaching and learning? How does the process transform relations among learners, educators and knowledge construction? This collection by 19 researchers from Africa, Europe, and North America, explores these questions from a pedagogical perspective and specific socio-cultural contexts. Many of the contributors draw on learning theory and survey data from 36 schools, 66000 students and 3000 teachers. The book is rich in empirical detail on the perceived importance and appropriation of ICT in the development of education in Africa. It critically examines the potential for creative use of ICT to question habits, change mindsets, and deepen practice. The contributions are in both English and French.