Call for Papers

Deadline for abstracts (400 words) and short biographical notes (150 words): October 15, 2023

Notification of acceptance: November 1, 2023

Submission of full draft papers: February 1, 2024

Submission of final papers: June 15, 2024  

Languages: English, French

MLA format

Created in 1990, the peer-reviewed academic journal Alizés dedicated to English Studies will now be published online annually by the Presses Universitaires Indianocéaniques (PUI), Université de La Réunion. The next issue is scheduled for publication in 2024. It will be devoted to the following theme:

Sex (Mis)Education in the English-Speaking World

Key words: sex education, sexual literacy, sexual socialization, sexual health, pornography, gender, feminist critique, post-colonial/Indian ocean studies

What is peculiar in modern societies, in fact, is not that they consigned sex to a shadow existence, but that they dedicated themselves to speaking of it ad infinitum, while exploiting it as a secret. (Foucault 35)

Michel Foucault’s perception of sexuality as being both overly discussed and yet somehow taboo, remains relevant today when we consider the visibility of sex in modern media and the consequent complexities and ambiguities of contemporary discourse on sex, sex education, sexuality and the sex industry. The hypervisibility of sex clearly has an effect on our attitudes towards sex and how young people are educated on the subject in both the public and private spheres.

This call for papers seeks contributions that will engage with the competing forms of formal and informal sex education as they pertain to the English-speaking world. Our aim is to propose varied, innovative and interdisciplinary approaches to the broad question of sex education, welcoming papers from historians, linguists, literary critics, sociologists, specialists in gender studies and others. Keeping in mind Foucault’s notion that sex is both hyper visible and taboo, we aim at providing in-depth discussions which will help better understand both formal and informal sex education taking into account the fact that sex education is fraught with cultural tensions and political feuds. If, as feminist activist Shulamith Firestone is sometimes credited as having said, “the personal is political”, sex and thus sex education (whether formal or informal) is particularly so. What constitutes a proper sex education for some is clearly antithetical to what counts as a liberating, positive sex education for others. Since sex education is steeped in identity politics and has evolved in a nonlinear way, the possibilities formiseducation are vast. We will examine sex (mis)education in the English-speaking world from three different angles:

1. Sex education throughout history:

Contributions here will be looking at sex education policies and discourses through time, the challenges faced, their sources of inspiration and the public reaction. Proposals will engage with the emergence in the nineteenth century of a medical discourse regarding sexuality. They will, for instance, focus on the work of education pioneers such as Henry Havelock Ellis (1894) or Walter M. Gallichan (1919); on the reformist movements which first encouraged sex education or on the resurgence of certain forms of sexual repression at the time. The impact of syphilis and other sexually transmitted diseases – and later on the AIDS epidemic – on sex education policies and public health initiatives will also be one of our concerns, as well as the nonlinear history of the prevention of the sexual abuse of children (Olafson et al. ; Plummer). The role of religion in sex education policies and debates will also be central, along with the politics of abstinence as part of sex education, the challenges of implementing sex education policies in schools and other institutions (taboos, misconceptions and ethical implications) or the question of recent changes in sex education course content (Knibiehler). Proposals will also look at the historiography of sex education, focusing for instance on alternative perspectives to the accepted dichotomy of a comprehensive sex education on one hand versus a more conservative approach on the other (Sauerteig & Davidson). They will also consider the white middle-class bias affecting sex education in the United States for instance (Bass & Coleman).

2. Sex-education and feminist perspectives:

Here we invite contributions that focus on the way feminist critiques have renewed perspectives and approaches to sex-education and influenced (or failed to influence) governmental sex education policies in the English-speaking world. Since, as Audre Lorde put it “the erotic is the nurturer and nursemaid of all our deepest knowledge” (Lorde 56), contributions interrogating the influence activists and scholars have had on re-envisioning sex-education will be welcome (Boston Women’s Health Book Collective; hooks; Hill Collins). Proposals will also tackle the way feminist critiques have discussed reproductive rights policies and contextualized the specificity of the double treatment reserved to women of color (Davis). Here the circulation of such knowledge across borders could also be analyzed, as is arguably the case of Vergès’ work on the forced sterilization of black women in La Réunion in the 1970s (Vergès). Considering how younger generations have been informed (or more frequently not informed) about these policies and representations can shed light on sex-(mis)education as it pertains to the intersection of race, gender and class throughout history. Other areas of exploration could include but are not limited to the influence of other postcolonial writers (Bourbonnais) and Islamic feminism on formal and informal sex education (Ali ; Badran).

3. Informal sources of sex education:

Focusing on sexual socialization, this angle of analysis will examine informal sources of sex education, looking at the broad questions of what counts as sex education and also who the sex-educators should or could be (Shtarkshall). Proposals will deal with diverse sources of information from past and present societies: from early sources of pornographic literature (such as the infamous autobiographical My Secret Life (Walter)), to guidebooks on married life (Venette), erotic literature (Devereaux; James) or postcolonial literature on sexuality (Darkoa Sekyiamah); examining the emergence of pornographic images in the late nineteenth century, eroticism in visual arts – comics in particular (Sanders) – or sexual representations in television shows for instance. Papers on the emergence of female sex positivity, queer sexuality and other themes in pop music (Young M.A.; Ariana Grande; Doja Cat; Lil Nas X etc…), and how hip hop/pop culture can be seen as an easily accessible potential source of sex (mis)education are encouraged (Morgan; Pough). Proposals on sex education in social media, mass media, media content and the influence of cultural, religious and educational contexts on sex education will also be welcomed.

We encourage papers that engage with aspects of sex education in the English-speaking world, including but not limited to the following themes:

–       The impact of the AIDS epidemic on sex education policies and public health initiatives

–       The relationship between sex education policies and reproductive rights

–       The intersection of race, gender, and sexuality in sex education policies

–       The ethical and pedagogical challenges of implementing sex education policies in schools and other institutions

–       The alleged dichotomy between comprehensive sex education and more conservative policies in private and/or religious schools

–       The role of religion in sex education policies and debates

–       The impact of social media and digital technologies on informal sources of sex education

–       The role of popular culture (TV, hip hop, etc.) in informal sex-education

Submission Guidelines:

We invite authors to submit original research article proposals – a 400-word abstract along with a short biographical note (150 words) – by October 15, 2023.

Book reviews of recent or understudied works that engage with the aforementioned proposals are also welcome.

The proposals will be emailed to the editors:

florence.pellegry@univ-reunion.fr

emilie.souyri@univ-cotedazur.fr

All selected proposals will have to be submitted by the 1st of February 2024, and will be subject to double-blind peer review.

Works Cited

Ali, Kecia. Sexual Ethics and Islam: Feminist Reflections on Qur’an, Hadith, and Jurisprudence. Expanded & Revised edition, Oneworld Publications, 2016.

Badran, Margot. Feminism in Islam: Secular and Religious Convergences. Oneworld Publications, 2009.

Bass, Tanya, and Janel Coleman. “A Review of History of Sex Education by SIECUS”. American Journal of Sexuality Education, vol. 17, no. 4, Oct. 2022, pp. 548–56.

Boston Women’s Health Book Collective. Our Bodies, Ourselves / a Book by and for Women. Simon and Schuster, 1973.

Bourbonnais, Nicole. “Sexual Hierarchies and Erotic Autonomy Colonizing and Decolonizing Sex in the Caribbean”. The Routledge Companion to Sexuality and Colonialism, edited by Chelsea Schields and Dagmar Herzog, Routledge, 2021. pp. 30–42.

Darkoa Sekyiamah, Nana. The Sex Lives of African Women. Dialogue Books, 2021.

Davis, Angela Y. Women, Race & Class / Angela Davis. Women’s Press, 1982.

Devereaux, Charles. Venus in India.1889. Sphere Books, 1969.

Foucault, Michel. The History of Sexuality, Volume 1: An Introduction,Translated from the French by Robert Hurley. Pantheon Books, 1978.

Gallichan, Walter Matthew. A Textbook of Sex Education for Parents and Teachers. Wentworth Press, 2019.

Hill Collins, Patricia. Black Feminist Thought: Knowledge, Consciousness, and the Politics of Empowerment. Unwin Hyman, 1990.

Havelock Ellis, Henry, Man and Woman: A Study of Secondary and Tertiary Sexual Characteristics.1894. Houghton Mifflin, 1929.

hooks, bell. All About Love: New Visions.1st ed., William Morrow, 2000.

James, E.L. Fifty Shades of Grey. Vintage, 2012.

Lorde, Audre. Sister Outsider: Essays and Speeches. edited by Cheryl Clarke, Crossing Press, 2007.

Morgan, Joan. When Chickenheads Come Home to Roost: My Life as a Hip-Hop Feminist. Simon & Schuster, 1999.

Plummer, Carol A. “The History of Child Sexual Abuse Prevention: A Practitioner’s Perspective”. Journal of Child Sexual Abuse, vol. 7, issue 4, 1999, pp. 77–95.

Pough, Gwendolyn D. Check It While I Wreck It: Black Womanhood, Hip-Hop Culture, and the Public Sphere. Northeastern University Press, 2004.

Olafson, Erna, et al. “Modern History of Child Sexual Abuse Awareness: Cycles of Discovery and Suppression”. Child Abuse & Neglect, vol. 17, n^o 1, 1993, pp. 7‑24.

Sanders, Joe Sutliff. “Theorizing sexuality in Comics”. The Rise of the American Comics Artist: Creators and Contexts, edited by Paul Williams and James Lyons, University Press of Mississippi, 2010.

Sauerteig, Lutz and Davidson, Roger, editors. Shaping Sexual Knowledge: A Cultural History of Sex Education in Twentieth Century Europe. Routledge, 2008.

Shtarkshall, Ronny A., et al. “Sex Education and Sexual Socialization: Roles for Educators and Parents”. Perspectives on Sexual and Reproductive Health, vol. 39, n° 2, 2007, pp. 116–19.

Venette Nicolas. Conjugal Love; or, the Pleasures of the Marriage Bed: Considered in Several Chapters on Human Generation.1703. Garland, 1984.

Vergès, Françoise. Le ventre des femmes : capitalisme, racialisation, féminisme. Albin Michel, 2017.

Walter. My Secret Life.1888. Grove Press, 1966.

Zimmerman, Jonathan. Too Hot to Handle: A Global History of Sex Education. Princeton University Press, 2015.

21^st Villetaneuse Conference on Spoken English – 29-30 March 2024

ALOES 2024

Université Sorbonne Paris Nord (Pléiade – UR 7338) and ALOES

Prominence in spoken English

Invited speaker: Rory Turnbull (Newcastle University)

According to Cangemi and Bauman (2020), “few concepts in phonetics and phonology research are as widely used and as vaguely defined as is the notion of prominence”. The authors argue, however, that the integration of phonetics and phonology in the study of linguistic prominence is crucial, since they are used, like other linguistic levels such as syntax (think of extraposition), to make certain elements more salient than others in speech. In the Villetaneuse 2024 conference, we will be looking at how prominent units are distinguished from other units, whether it be from the point of view of production or from that of perception. In phonetics, “variations in length, pitch, stress and inherent sonority are all factors which contribute to the relative prominence of a unit” (Crystal 2008). In acoustic and prosodic analyses, Herment (2001) and Hanote (2015) identify the following correlates: variations in fundamental frequency, intensity, rhythm and duration of phonemes (vowels and consonants), the presence of pauses and the absence of linking at word onsets (with or without an associated glottal stop). In phonology, the features that define prominence may vary depending on the theory used. Prominence may for instance refer to “the relative weight between constituents in a metrical tree” (Crystal, 2008). From syntactic, utterer-centered and pragmatic points of view, the prominence of an element is not random, but depends on the information content of the element in its context and the choice of the speaker to emphasize it (see, for instance, Cappeau & Hanote 2012; Hanote 2015; Herment 2008, 2011; Herment & Rouveyrol 2014; Videau & Hanote 2015). Thus, prominence most likely involves a complex network of links between different linguistic levels: (morpho)phonology, phonetics, prosody, syntax and pragmatics. We welcome submissions dealing with any of these fields (as well as with the interface between them) in relation to spoken English across different corpus types and discourse genres, within a variety of theories.

Here are a few ideas contributors may wish to investigate:

What is the relationship between (morpho)phonology, syntax, information structure, speech cohesion and coherence, and prosody in cases of oral prominence? Is the very structure of oral productions (for example, the long preliminary breaths and pauses) enough to convey the salience of speech?

What are the motivations of speakers when they emphasize certain elements in their utterances (pragmatic dimension) and what is the impact of prominence and emphasis on the listener?

What about the concepts of sonority and markedness when dealing with phonetics (Krämer & Golson 2020)? Is prominence an important issue for phonetics? When do we start dealing with phonological considerations?

Can the prominence of certain phenomena allow for the creation of predictive prosodic or phonological patterns?

What about stylistic prominence? Can different styles be associated with different ways of marking prominence? Such variation may be approached by comparing different speakers or by examining intra-speaker stylistic variation.

How are speakers of different varieties of English perceived in terms of the phonetic and phonological features prominent in their speech?

Which features of an accent (foreign or otherwise) can be considered as the most prominent ones in the sense that they form an acoustic signature that allows listeners to associate them with the accent? What perceptual phenomena are involved? Which are markers and which are stereotypes? How are they encoded in artistic representations of particular accents of English? Is it necessarily at the suprasegmental level that salience occurs (e.g. intonation and emphasis)? What characteristics are perceived by listeners at the lexical and segmental levels? (Cf. the fundamental frequency of fricatives in gay discourse, known as “gay lisp”; e.g. Munson et al. 2006).

How does the teaching and learning of English focus on phonemes, articulations and suprasegmental features as important elements to acquire in order to have a good command of spoken English?

The list above consists in only a few suggestions and is by no means exhaustive.

Each presentation (in French or in English) will last 30 minutes and will be followed by a 10-minute discussion. Poster presentations will also be considered. Please send your anonymous paper proposals (one page of 400 words maximum, accompanied by a page with names and affiliations) before January 8, 2024 to the following address: bongiorno.julia@gmail.com

Contact: Pierre Fournier (pierre.fournier@univ-paris13.fr)

Organizing committee: Arigne Viviane (Université Sorbonne Paris Nord), Bongiorno Julia (Université Aix-Marseille), Fournier Pierre (Université Sorbonne Paris Nord), Fuchs Yann (Université Sorbonne Paris Nord), Furmaniak Grégory (Université Sorbonne Paris Nord), Glain Olivier (Université Jean Monnet – Saint Etienne), Goudet Laura (Université de Rouen), Hanote Sylvie (Université de Poitiers), Hargas Slimane (Université Sorbonne Paris Nord), Shoul Karim (Université Sorbonne Paris Nord).

Scientific committee: Arigne Viviane (Université Sorbonne Paris Nord), Ballier Nicolas (Université de Paris), Bongiorno Julia (Université Aix-Marseille), Brunet Marc-Philippe (Université de Toulouse), Chevalier Florent (Université de Nantes), Fournier Pierre (Université Sorbonne Paris Nord), Fuchs Yann (Université Sorbonne Paris Nord), Gaudy-Campbell Isabelle (Université de Lorraine à Metz), Glain Olivier (Université Jean Monnet – Saint Etienne), Goudet Laura (Université de Rouen), Hanote Sylvie (Université de Poitiers), Navarro Sylvain (Université de Paris), Pukli Monika (Université de Strasbourg), Rouaud Julie (Université Sorbonne Nouvelle), Videau Nicolas (Université de Poitiers).

References:

Boisseau Maryvonne & Hamm Albert (dir.), Saillance. Volume 2. La saillance en langue et en discours, Presses universitaires de Franche-Comté (2015).

Cangemi Francesco & Baumann Stefan, “Integrating phonetics and phonology in the study of linguistic prominence”, Journal of Phonetics (2020), article 100993.

Cappeau, Paul & Hanote Sylvie (dir.), Focalisation(s). Saillance dans les langues : lexique, syntaxe, prosodie, Presses Universitaires de Rennes (2012).

Cole Jennifer, Mo Yoonsook, Hasegawa-Johnson Mark, “Signal-based and expectation-based factors in the perception of prosodic prominence”, Laboratory Phonology 1.2 (2010).

Crystal David, A Dictionary of Linguistics and Phonetics, Oxford, Blackwell (2008).

Golston, Chris & Krämer Martin, “Diphthongs are micro-feet: Prominence and sonority in the nucleus.”, Proceedings of the Annual Meeting on Phonology 2019, LSA Publications (2020).

Hanote Sylvie, « La saillance à l’oral. Quels marqueurs ? », in Maryvonne Boisseau and Albert Hamm (dir.), Saillance. Volume 2. La saillance en langue et en discours, Presses universitaires de Franche-Comté (2015), 31-56.

Herment-Dujardin Sophie, « L’emphase dans le discours spontané anglais : corrélats acoustiques et prosodiques », Thèse de Doctorat, Laboratoire Parole et Langage, Aix-en-Provence : Université de Provence (2001).

Herment-Dujardin Sophie, « Prédication et emphase en anglais : le rôle de la prosodie », Faits de langues 31-32 (2008), 243-252.

 Herment Sophie, « Relations entre prosodie et syntaxe : le cas de quelques structures syntaxiques non neutres », Anglophonia / Caliban – French Journal of English Linguistics 30 (2011), 101-117.

Herment Sophie & Rouveyrol Laurent, « Emphase et variation individuelle dans le débat télévisé : paramètres acoustiques et pragmatico-énonciatifs », XIIè colloque international de Villetaneuse sur l’anglais oral, Apr 2014, Villetaneuse, France, 59-70.

Hyman Larry M. “Positional Prominence vs. Word Accent: Is there a difference?”, UC Berkeley Phonology Lab Annual Reports (2015).

Inkova Olga (dir.), Saillance. Volume 1. Aspects linguistiques et communicatifs de la mise en évidence dans un texte, Presses universitaires de Franche-Comté (2012).

Munson et al., “The acoustic and perceptual bases of judgments of women and men’s sexual orientation from read speech”, Journal of Phonetics 34/2 (2006), 202-240.

Smith Jennifer L, “Prominence, Augmentation, and Neutralization in Phonology”, Proceedings of the annual meeting of the Berkeley Linguistics Society 26.1 (2000), 247-257

Steffman Jeremy Andrew, “Vowel-initial glottalization as a prominence cue in speech perception and online processing”, Laboratory Phonology 14.1 (2023).

Rouveyrol Laurent, « Étude pragmatique de la variation linguistique dans le débat politique médiatisé en anglais, Modalités et marques d’implication du locuteur dans le discours, vers une stylistique de l’interaction télévisée », Thèse de Doctorat, Laboratoire Parole et Langage, Aix-en-Provence : Université de Provence (2003).

Videau Nicolas & Hanote Sylvie, « Pronunciation of Prefixed Words in Speech: The Importance of Semantic and Intersubjective Parameters », Lexis. Journal in English Lexicology, Utterer-centered studies on lexical issues, 9 (2015) ⟨10.4000/lexis.982⟩.

ALOES 2024 pre-conference workshop

Pre-conference Workshop on Internet Spoken Corpora of English

Thursday 28 March 2024

Deadline for Submissions: January 8, 2024.

The vast amount of spoken data available on internet platforms such as YouTube, Dailymotion, etc. constitute an invaluable source of raw material for linguistic research and language teaching. However, this type of data generally requires some processing, such as segmentation, annotation, transcription, alignment, outlier detection, and efficient data management, etc. before they can be properly exploited. 

The pre-conference workshop seeks to bring together the latest research and innovative approaches in the field of Internet spoken corpora of English. We invite papers that address various aspects of data collection, pipelines, outlier identification, and data management in the context of Internet English spoken corpora.

We welcome submissions on a wide range of topics related to Internet corpora of English, including but not limited to:

    Data Collection Methodologies: Papers discussing novel approaches and tools for collecting spoken data from the internet, considering ethical and legal considerations.

    Data Preprocessing Pipelines: Research on data cleaning, normalization, tokenization, and other preprocessing steps tailored to Internet spoken corpora.

    Outlier Detection: Methods and techniques for identifying and handling outliers, anomalies, and noise in Internet spoken data.

    Data Management Strategies: Effective strategies for storing, indexing, and managing large-scale Internet corpora for efficient access and analysis.

    Quality Control and Annotation: Approaches for ensuring data quality, reliability, and automatic annotation of Internet spoken corpora.

    Use Cases and Applications: Research on practical applications of Internet spoken corpora in linguistics, NLP, social sciences, and conception of pedagogical resources.

Submission Guidelines:   

One-page abstracts (in English) should be sent to nicolas.ballier@u-paris.fr and sylvain.navarro@u-paris.fr by January 8, 2024.

This pre-conference workshop will take place at Université Paris Cité, Olympe de Gouges building, room 730 (seventh floor, to be confirmed). Please note that the ALOES 2024 conference takes place at Université Sorbonne Paris Nord in Villetaneuse on Friday 29^th and Saturday 30^th.

    Submission Deadline: January 8, 2024.

    Decision sent January 15, 2024.

    Pre-conference Workshop: March 28,2024.   

  For inquiries please contact nicolas.ballier@u-paris.fr and sylvain.navarro@u-paris.fr

https://clillac-arp.u-paris.fr/aloes-2024-pre-conference-workshop/

The 7th international conference on prescriptivism will be held at Aix-Marseille University in Aix-en-Provence from June 26th to June 28th, 2024. Previous  highly successful conferences have been held in Sheffield (2003),  Ragusa (2006), Toronto (2009), Leiden (2013), Park City, Utah (2017) and  Vigo (2021) demonstrating that the study of prescriptivism attracts  scholars worldwide.    

The theme of the 7th Conference will be “Transmitting Prescriptivism and Norms” and will focus on how prescriptivism has been transmitted in different ways down the ages to the present day. We  welcome papers that address the question in terms of ideology or  methodology, or that adopt a diachronic or synchronic  perspective.The  conference language will be English, but we also welcome papers focussed on English and New/World Englishes as well as French, and other official  and/or minority languages.

Papers may include the following topics: Prescriptivism and the enforcement of norms
Prescriptivism and language planning
Prescriptivism and pedagogy
Prescriptivism’s contribution to standardisation
Prescriptivism and language identity
Prescriptivism and grammaticalisation

We are delighted to announce that our keynote speakers will be

Ian Cushing (Manchester Metropolitan University, UK)
Jane Hodson (University of Sheffield, UK)
Nuria Yanez-Bouza (University of Vigo, Spain)

Please send an abstract with a maximum of 400 words (including  references and five key words). Presentations will consist of a  20-to-25-minute talk followed by questions. A selection of papers will  be part of a subsequent, peer-reviewed publication.  The submission deadline is January 20th, 2024, and notification of acceptance will be sent by March 1st 2024.

Abstract submission is via the website:https://prescriptivism24.sciencesconf.org
For further information, please consult our website, which will be regularly updated, or send us an email: prescriptivism24@sciencesconf.org

*********************
[Appel à Communications]
La 7ème conférence internationale sur le prescriptivisme aura lieu à Aix-Marseille Université, à Aix-en-Provence du 26 au 28 juin 2024.  Les conférences précédentes, qui se sont tenues à Sheffield (2003),  Ragusa (2006), Toronto (2009), Leiden (2013), Park City, Utah (2017) et  Vigo (2021) démontrent par leur grand succès que l’étude du  prescriptivisme est toujours d’actualité pour les scientifiques du monde  entier.

Le thème de la 7ème conférence  concernera « La transmission du prescriptivisme et des normes » et se  focalisera sur la façon dont le prescriptivisme et les normes ont été  transmises à travers les âges jusqu’à nos jours. La langue de la  conférence sera l’anglais, mais nous accueillerons volontiers des  communications axées sur l’anglais et « New/World Englishes », ainsi que  sur le français et sur d’autres langues officielles et/ou minoritaires.
Les  propositions de communication sur la transmission du prescriptivisme et  des normes peuvent porter sur les questions suivantes : Le prescriptivisme et la mise en place des normes

Le prescriptivisme et les politiques des langues
Le prescriptivisme et la pédagogie
La contribution du prescriptivisme à la standardisation
Le prescriptivisme et l’identité linguistique 
Le prescriptivisme et la grammaticalisation

Nous sommes très heureux d’annoncer que nos conférenciers pléniers seront
Ian Cushing (Manchester Metropolitan University, Royaume-Uni)
Jane Hodson (University of Sheffield, Royaume-Uni)
Nuria Yanez-Bouza (University of Vigo, Espagne)

Merci de nous faire parvenir un résumé en anglais de 400 mots maximum (incluant les références bibliographiques ainsi que 5 mots clés). Les communications, en anglais également, dureront 20 à 25 mn et seront suivies de questions. Suite à la conférence, un nombre limité d’articles sélectionnés évalués par les pairs fera l’objet d’une publication. La date limite pour la soumission des propositions est le 20 janvier 2024. Les notifications d’acceptation ou de refus seront transmises aux auteurs au plus tard le 1^ermars 2024. Les propositions sont à déposer sur le site web https://prescriptivism24.sciencesconf.org.

Pour plus d’informations, consultez notre site web qui sera régulièrement actualisé, ou envoyez-nous un mail à prescriptivism24@sciencesconf.org