Technology package designed around a web platform, a digital nature guide and the presence of a naturalist guide, the écoBalade intends to be a training vector service for transmissions and discovery of the fauna and flora commons and remarkable in a given territory. With the help of is a tool of naturalistic observations or its smartphone, the user has the possibility to identify a species, to score an observation and sharing his discoveries within a user community. Each new application leads to measurable effects for most a fairly normal and an expected manner. However, users feedback on this service have led us to identify other functions that the “only” knowledge management of local biodiversity. Indeed, intergenerational transmission of technologic knowledge, culinary, patrimonial and natural knowledge has been raised by the eco-players. The intermediations and collective co-construction of the equipment écoBalade assumes that the project is primarily an experimentation of creation and then an usage innovation. But in what écoBalade is a tool of intergenerational and patrimonial transmissions? The observation will initially focus on the assessment and management constraints and assimilation by the eco-players. We will use interviews and questionnaires on the new use of this new technology. We will question the subjects in the control group on the functionality and openness of the service itself.

This contribution asks the mechanisms and effects going with pedagogical interaction. It puts in perspective the concepts of transmission, mediation and relations. Indeed, the pedagogical interaction isn't the enouncing of a discourse or the transmission of a knowledge. It's through the relationships between teacher and learners that get out some forms of communication. The retroaction facilitates the didactical exchanges when the metacommunication explains the knowledges. Finally, the retrotransmission underlines the part of the intersubjective communication in pedagogical frame.

Following a transdisciplinary research day organized on the theme “Business and sacred” [4], most of the articles submitted related to the ambiguous question of the rite. Whether the ritual of annual appraisals, rites observed in the prestigious training school for officers of the French Air Force (Ecole de l'Air) or culture corporate Michelin, we can admit that “no leader can ignore this dimension without the risk of weakening the organization” (Lardellier & Delaye, 2012). In reality, we are forced to recognize that the rite brings a bond that transcends and forges the identity of the group by giving it meaning and order essential to its survival. Without rites, it is difficult to perpetuate memory and tradition and therefore the transmission.

Companies face many losses knowledge during retirement, transfer, resignation of their employees. The problems related to poor circulation of knowledge management and increase the risk of errors in the work. As part of a reflection conducted in organizations, the transmission of knowledge is defined as a largely dependent relationship of exchange of the learning environment. This article is part of a technological process of restitution of knowledge according to the methodology of grounded theory (Glaser, Strauss, 1967) with five companies deplores many failures in the learning activity. Managers have valued the use of technology without even considering a different approach of the potential role of technological transmission (Baujard, 2010). “The missions become more scalable in a changing institutional framework. The structure of workforce age pyramid implies a retirement and therefore a loss massive skills”(org. B). This is how and to what extent technological processes determine the transmission of knowledge while considering how the actors within these organizations use and perceive it to change and make sense of organizational learning. The context (1) is an opportunity to consider the complexity of the social environment in work activities (2). The discussion of results will be an opportunity to raise theoretical shortcomings of our methodology in the light of the object of study (3). Technological transmission coordinates various functions necessary to the challenges of Learning in Organizations (4).

The intergenerational transmission of Republican and moral values through the school system raises the agreement of all. These values remain transmitted the values of the French Republic summarized by the motto “Liberty, Equality, Fraternity”. They are those of the Declaration of the Human Rights and the Citizen of 1789, freedom of thought, freedom of expression, protection of property and persons, solidarity, protection of the weak by the Republic. However, this ideal fails to be transmitted due to a strong disturbance to which neither the police nor the appeal to reason could not stop because media violence is needed via the most extreme films and video games with a computer-dependent youth to television screens, digital and connected. A trivialization of media violence satisfies the normalization of juvenile violence which in turn leads to a violence-against-profile adult. A vicious circle snaps and it is difficult to understand how to stop it.

The maintenance of the teenage population mental retardation within this system, perversely, is facilitated by function of the institution, and in particular by the culture and the transmission of institutional violence through which it is regulated. This research proposes to demonstrate how the proximity and heterogeneity of the inmates, the complexity of the mission entrusted to the institution, the sanction of institutionalising a child, and the working conditions of the staff, all have resulted in a combination which is complex, pathogenic and intractable.

Experts (oenologist, nose of perfumery, fakir, contortionist, imitator, etc.) develop a sensitivity, a body's empowered to be able to live professionally. Enter in this peculiar profession is often realized through transmission by a peer. Over time, tangible performance may be decline, threatening the existence of such professional experts. The question of the transmission of these specific knowledges intervenes in the course of these professionals, investigated by semi-structured interviews.

The ethical dimension of teaching is rooted in dynamicity which in turn is in an interrelated and trans-individuality space. This dynamicity is generated by forces which reflect the ways human subjects act. Insofar as ethics opens a perspective to the other individual, the ideal and the new action, we are in a deictic orientation which gives the symbolic gestures a pragmatic dimension. Thus, the interaction ethico-didactic provides teaching-learning process with a performative and anthropological sense. So, it would be interesting to use the applied predicates which relate the educational subject with other individual. In which sense are these predicates available to create ethical-didactic activities? Our task is therefore to examine the application of predicates which would lead us to an action or a social project created by the ethical sense.

Although Seoul has such a long history of more than six hundreds years as the capital city, it seems still far from laying groundwork for methodological approach or comprehensive documentation of academic discipline designated as ‘Seoul Studies', some of which place great emphasis on its historical and geographical studies rather than integrated research or semiotic analysis of the city in full range. Considering present conditions, this paper firstly aims to provide some critical examination of the urban history of Seoul, and then attempts to investigate ideological foundations of urban establishment of Seoul from semiotic perspectives as well as diachronic representation of historical changes in its urban space. In order to project semiotic and humanistic viewpoint within the historical evolution of urban space in Seoul, this paper will present urban semiotic descriptions of Seoul's unique process of modernity as a metropolis. The historical identity and signification of Seoul has been effaced successively and thus fallen into obscurity. Therefore, my research is to discover and illuminate how to make a city a more ‘human place', which can proceed from historical amnesia to the memorable city.

This article aims to show the news of the work and concepts of Henri Meschonnic, at once linguist, sociologist, philosopher and anthropologist whose work is strikingly modern and contribute significantly to the anthropological reflection on the communication process, especially from the consideration of the relationships between orality and sociality.