Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to be... more Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
On constate toujours en France, comme dans de nombreux pays, un deficit des jeunes filles dans le... more On constate toujours en France, comme dans de nombreux pays, un deficit des jeunes filles dans les filieres de formation scientifiques et techniques, et tout particulierement en informatique. Afin de faire evoluer cette situation, il est necessaire de faire connaitre l’informatique le plus tot possible aux filles, si possible en contexte scolaire, et en leur offrant une experience positive de decouverte et de reussite. Le concours Castor, concu pour faire decouvrir l’informatique aux jeunes, peut contribuer a cet objectif. Notre communication presente une analyse statistique des donnees recueillies lors des passations du concours Castor des trois dernieres annees (490 000 candidats cumules) afin d’etudier ce que les reussites comparees des filles et des garcons revelent et d’evaluer dans quelle mesure le concours peut atteindre son objectif de promotion de l’informatique aupres des jeunes filles.
Among other modalities, online coordination can notably rely on discussions and forums. However, ... more Among other modalities, online coordination can notably rely on discussions and forums. However, and notwithstanding increasing research efforts, direct approaches that would help communities and moderators distinguish between gossip and serious debates are still largely missing. We present an innovative methodology to detect the different structures of online discussions in the sub-Reddit Change My View. Applying a clustering algorithm to the author networks, we highlight three distinct classes characterized by alternative behaviors. To better understand the underlying social dynamics, we implement a relational event model that provides evidence for three effects whose influence can affect the structure of online discussions.
The rate of return of education on wage is a well-known problem in economics since the 60's w... more The rate of return of education on wage is a well-known problem in economics since the 60's with the works of G. Becker and J. Mincer. The present master thesis discusses one of the main assumption of Mincer equation: the linearity of the rate of return of education. Working on the FQP 2003 dataset of the INSEE, we show that with an appropriate specification, an educational year leading to a degree has a higher rate of return than another without diploma.
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to be... more Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
On constate toujours en France, comme dans de nombreux pays, un deficit des jeunes filles dans le... more On constate toujours en France, comme dans de nombreux pays, un deficit des jeunes filles dans les filieres de formation scientifiques et techniques, et tout particulierement en informatique. Afin de faire evoluer cette situation, il est necessaire de faire connaitre l’informatique le plus tot possible aux filles, si possible en contexte scolaire, et en leur offrant une experience positive de decouverte et de reussite. Le concours Castor, concu pour faire decouvrir l’informatique aux jeunes, peut contribuer a cet objectif. Notre communication presente une analyse statistique des donnees recueillies lors des passations du concours Castor des trois dernieres annees (490 000 candidats cumules) afin d’etudier ce que les reussites comparees des filles et des garcons revelent et d’evaluer dans quelle mesure le concours peut atteindre son objectif de promotion de l’informatique aupres des jeunes filles.
Among other modalities, online coordination can notably rely on discussions and forums. However, ... more Among other modalities, online coordination can notably rely on discussions and forums. However, and notwithstanding increasing research efforts, direct approaches that would help communities and moderators distinguish between gossip and serious debates are still largely missing. We present an innovative methodology to detect the different structures of online discussions in the sub-Reddit Change My View. Applying a clustering algorithm to the author networks, we highlight three distinct classes characterized by alternative behaviors. To better understand the underlying social dynamics, we implement a relational event model that provides evidence for three effects whose influence can affect the structure of online discussions.
The rate of return of education on wage is a well-known problem in economics since the 60's w... more The rate of return of education on wage is a well-known problem in economics since the 60's with the works of G. Becker and J. Mincer. The present master thesis discusses one of the main assumption of Mincer equation: the linearity of the rate of return of education. Working on the FQP 2003 dataset of the INSEE, we show that with an appropriate specification, an educational year leading to a degree has a higher rate of return than another without diploma.
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