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A generalization of Ascoli–Arzelá theorem in Banach spaces is established. Schauder's fixed point theorem is used to prove the existence of a solution for a boundary value problem of higher order. The authors’ results are obtained under, rather, general assumptions.

First, a generalization of Ascoli–Arzelá theorem in Banach spaces in Cⁿ is established. Second, this new generalization with Schauder's fixed point theorem to prove the existence of a solution for a boundary value problem of higher order is used. Finally, an illustrated example is given.

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In this work, a new generalization of Ascoli–Arzelá theorem in Banach spaces in Cⁿ is established. To the best of the authors’ knowledge, Ascoli–Arzelá theorem is given only in Banach spaces of continuous functions. In the second part, this new generalization with Schauder's fixed point theorem is used to prove the existence of a solution for a boundary value problem of higher order, where the derivatives appear in the non-linear terms.

This chapter describes the situation of the two ‘official’ linguistic communities within the province of Quebec, Canada, whose primary language is either English or French and who attend post-secondary pre-university colleges. It examines the point of view of young Anglophones learning French as a Second Language (FSL), for whom French instruction is mandatory. A random probability sample of 974 students was selected in 11 colleges. The authors conducted 22 individual interviews and met with 48 students during four focus group sessions. The interviews and the quantitative data show that students at all levels have low levels of motivation for FSL and negative attitudes towards the Francophone community. How students perceive FSL education has a statistically significant impact on motivation: the more positive their perceptions, the higher their motivation. Moreover, the reported number of Francophone friends and the number of hours students reported speaking in French with these friends, has a significant impact on their perceptions. Based on the importance of this friendship dynamic, the authors propose that Second Language Acquisition should not focus primarily on language code proficiency and communication skills, but rather encourage students from different linguistic groups to meet and develop productive relationships, which is scarce in language instruction settings.

Lorsque l'AIEST me confia la rédaction d'un des rapports de base pour son XXe Congrès à La Haye sur le thème l'«Apport Culturel du Tourisme de Congrès» je me posai de graves questions sur la manière de le traiter. En effet, le titre du rapport ainsi que le sujet du Congrès, soit «Le Tourisme de Congrès», signifiait l'invalidation partielle de la notion du tourisme telle qu'elle était généralement admise. C'est ainsi que je relus plusieurs fois le titre du rapport qui m'avait été confié, afin de me convaincre qu'il ne pouvait y avoir aucun doute quant à l'inclusion des congres dans la thématique du tourisme. Je dus enfin me persuader qu'il ne pouvait en tre autrement et qu'il ne me restait qu'à traiter le sujet spécifique sans affronter les problèmes plus généraux et plus fondamentaux de la notion du tourisme.

In the context of American institutions of higher education, the practical implementation of strategies associated with the development of L3+ or multilingual education often remain difficult to implement. Furthermore, students who reach the university level with pre-acquired bi/multilingual and bi/multicultural skills may perceive their competencies as trivialized and undervalued due to the lack of linguistically relevant opportunities available to them.

By contrast, the recent implementation of a multilingual course titled “Intercomprehension of the Romance languages: a pathway to Multilingualism,” at California State University, Long Beach (2014–2018) and St. Lawrence University (2018) offers bi/multilingual students the tools to develop skills geared toward language learning in a continuous effort to appraise, nurture, and upraise the ever-growing linguistic diversity present among students and faculty members in universities across the United States. This course and its iterations specifically benefit students’ pre-existing bi/multilingual competencies while offering them opportunities to reinforce and expand their multilingual repertoire. Students learn how to read in 5+ Romance languages, reinforce their knowledge of English, as well as of their Romance language, all while strengthening their metalinguistic awareness by learning how to navigate a larger repertoire of either foreign or unknown related languages.

In addition to discussing the pedagogical and theoretical framework of the course, the authors propose to explore how this innovative approach favors the development of multilingualism among students in North-American universities by examining course demographic data collected from several of these courses and key results relating certain aspects of students’ initial contact with new languages through intercomprehension.

Are education systems converging toward a global model of teacher education or do local models tend to predominate in spite of attempts to reform them? How much do global, national, and local cultures shape and condition future teachers’ opportunities to learn to teach? How do these opportunities influence teachers’ pedagogical content knowledge? In this chapter we use data from the IEA’s first study of the effectiveness of pre-service teacher education in order to investigate teacher education policy, program structure, and outcomes. Using multilevel modeling we found that across countries individual characteristics have a similar and powerful influence on what future teachers come to know at the end of their pre-service programs. The effects of teacher education curriculum on future teachers’ mathematics pedagogical content knowledge reaffirm the prevalence of local cultures on the implementation of an increasingly globalized ideal. We conclude that while the provision of teacher education shares many common features in goals and structure across countries, it is strongly influenced by local conditions and norms, and by cultural notions of the knowledge that is considered essential – framing how quality is to be defined and operationalized – when learning to teach.

Les loisirs Dans ce but il me semble nécessaire de rappeler d'abord certaines nuances au sujet des loisirs, une notion qui s'explicite pour la première fois, me semble‐t‐il, dans le theme d'un Congrès de l'AIEST.

Le fait même de parler de mesures d'organisation et de promotion, en relation avec le tourisme, vient situer notre problème dans le temps. Car il était une fois une industrie touristique qui n'avait pas besoin de s'organiser ni d'être organisée, elle pouvait également faire abstraction d'une aide extérieure. La gestion des entreprises de tourisme, notamment des hôtels et chemins de fer, s'opérait sans aucune influence étrangère au marché. En d'autres termes, la libre concurrence et l'intérêt personnel suffisaient pour assurer, grâce au mécanisme des prix, l'équilibre du marché touristique et, partant, la rentabilité des entreprises de la branche.

Le mot “Université” exerce encore son charme dans le monde entier. En Italie par exemple, il y a des universités populaires et pour personnes âgées, des universités du spectacle, des universités du tertiaire etc.. Toutes ces institutions pour‐tant ne sont pas des instituts universitaires réels et sérieux; certaines, n'exercent pas des activités de recherche et d'autres, exercent seulement des cours grâce à l'assistance de leurs associés (par exemple personnes âgées).

The purpose of this chapter is to investigate students’ qualitatively different ways of understanding the learning object in three undergraduate courses in the discipline of accounting. The theoretical framework of variation theory, a general learning theory, is applied. The lecturers chose a learning object which is investigated under two different teaching conditions – the conventional lecture model and the variational method. Two student groups were identified as a comparison group and a target group, comparable in various relevant parameters. All students took three required accounting courses. In the comparison group, the lecturers used the conventional lecture model and in the target group the variational model. The results indicated significant differences between the two groups’ examination results in the three courses, with students in the target group performing much better. The educational implications and limitations of the study, and areas for further research, are discussed.