{"id":282,"date":"2021-07-29T08:51:34","date_gmt":"2021-07-29T06:51:34","guid":{"rendered":"https:\/\/audencia.ae2agence.ovh\/?page_id=282"},"modified":"2025-01-20T10:28:08","modified_gmt":"2025-01-20T09:28:08","slug":"actualites","status":"publish","type":"page","link":"https:\/\/learning-teaching.audencia.com\/en\/actualites\/","title":{"rendered":"Actualit\u00e9s"},"content":{"rendered":"<div id='av_section_1'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-0  el_before_av_section  avia-builder-el-first  section-top-head header-article  container_wrap fullsize' style='background-color: #fff8f1;  '  ><div class='container' ><main  role=\"main\" itemprop=\"mainContentOfPage\"  class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-282'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-1  el_before_av_textblock  avia-builder-el-first  top-header\" style='border-radius:0px; '><br \/>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock retour-button'   itemprop=\"text\" ><div class=\"img-return\"><a href=\"https:\/\/learning-teaching.audencia.com\/en\/\"><img decoding=\"async\" src=\"\/themes\/enfold\/images\/return-header-logo.svg\" \/><\/a><\/div>\n<div class=\"txt-return\"><a href=\"https:\/\/learning-teaching.audencia.com\/en\/\">Home<br \/>\npage<\/a><\/div>\n<\/div><\/section><\/p><\/div><section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock sup-title'   itemprop=\"text\" ><p>RESTEZ INFORM\u00c9S !<\/p>\n<\/div><\/section>\n<section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock title-h'   itemprop=\"text\" ><h1>ACTUALIT\u00c9S<\/h1>\n<\/div><\/section>\n<\/div><\/div><\/main><!-- close content main element --><\/div><\/div><div id='av_section_2'  class='avia-section main_color avia-section-default avia-no-border-styling  avia-bg-style-scroll  avia-builder-el-6  el_after_av_section  avia-builder-el-last  section-contenu-article page-actu  container_wrap fullsize' style='background-color: #fff8f1;  '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-282'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_full  flex_column_div av-zero-column-padding first  avia-builder-el-7  avia-builder-el-no-sibling  conteneur-article-texte\" style='border-radius:0px; '><section class=\"av_textblock_section\"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock retour-button'   itemprop=\"text\" ><ul class=\"su-feed\"><li><a href=\"https:\/\/s39613.pcdn.co\/articles\/teaching-and-learning\/artificial-intelligence-and-all-that-jazz-preparing-students-for-the-future-of-work\/\" target=\"_self\" title=\"&lt;br \/&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/ai-in-higher-education\/&quot;&gt;AI in higher education&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/critical-thinking-skills\/&quot;&gt;critical thinking skills&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/emotional-intelligence\/&quot;&gt;emotional intelligence&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/future-ready-skills\/&quot;&gt;future-ready skills&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/preparing-students-for-workforce\/&quot;&gt;preparing students for workforce&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/retained-learning\/&quot;&gt;retained learning&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/workforce-readiness\/&quot;&gt;workforce readiness&lt;\/a&gt;&lt;br \/&gt;\" rel=\"noopener\">Artificial Intelligence and All That Jazz:\u00a0Preparing\u00a0Students\u00a0for\u00a0the Future of Work<\/a><\/li><li><a href=\"https:\/\/theconversation.com\/pourquoi-continuer-dapprendre-certaines-choses-par-coeur-279677\" target=\"_self\" title=\"&lt;br \/&gt;&lt;p style=&quot;margin:0&quot;&gt;&Agrave; une &eacute;poque o&ugrave; le savoir est &agrave; port&eacute;e de clic, pourquoi demander aux enfants d&rsquo;apprendre encore certains cours et certaines notions par c&oelig;ur ? En quoi est-ce formateur ? Dans quelle mesure cela peut-il encore les aider &agrave; appr&eacute;hender le monde qui les entoure ?&lt;\/p&gt;&lt;p&gt;Avec les intelligences artificielles g&eacute;n&eacute;ratives, il est d&eacute;sormais possible d&rsquo;obtenir en quelques secondes une r&eacute;ponse argument&eacute;e &agrave; presque n&rsquo;importe quelle question. Cette accessibilit&eacute; in&eacute;dite du savoir conduit certains &agrave; consid&eacute;rer que l&rsquo;&laquo; intelligence &raquo; elle-m&ecirc;me serait d&eacute;sormais disponible &agrave; la demande, &lt;a href=&quot;https:\/\/www.lemonde.fr\/campus\/article\/2026\/01\/30\/denigres-par-les-rois-de-la-tech-les-diplomes-restent-pourtant-une-valeur-sure_6664703_4401467.html&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;au point de rendre les &eacute;tudes superflues&lt;\/a&gt;. Dans ce contexte, pourquoi continuer &agrave; apprendre certaines choses par c&oelig;ur ?&lt;\/p&gt;&lt;p&gt;M&eacute;moire et technologies : un questionnement ancien&lt;\/p&gt;&lt;p&gt;La question n&rsquo;est pas nouvelle. Dans le Ph&egrave;dre, Platon rapporte le &lt;a href=&quot;https:\/\/theconversation.com\/lia-dans-lenseignement-superieur-les-lecons-de-platon-et-du-mythe-de-theuth-244894&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;mythe de Theuth&lt;\/a&gt;, dieu inventeur de l&rsquo;&eacute;criture, qui promet au roi &eacute;gyptien Thamous d&rsquo;am&eacute;liorer la m&eacute;moire des hommes. Celui-ci lui r&eacute;pond au contraire que l&rsquo;&eacute;criture risque de produire l&rsquo;oubli, en donnant l&rsquo;illusion du savoir sans en assurer la possession r&eacute;elle. &Agrave; chaque grande transformation technique &ndash; de l&rsquo;&eacute;criture &agrave; l&rsquo;imprimerie, jusqu&rsquo;aux technologies num&eacute;riques &ndash; la m&ecirc;me inqui&eacute;tude resurgit : allons-nous perdre la m&eacute;moire en d&eacute;l&eacute;guant nos connaissances &agrave; des supports ext&eacute;rieurs ?&lt;\/p&gt;&lt;p&gt;Mais ces transformations ne se r&eacute;sument pas &agrave; une perte. Elles modifient en profondeur notre mani&egrave;re de penser, en nous permettant d&rsquo;&eacute;tendre et de redistribuer nos capacit&eacute;s cognitives dans notre environnement. Comme l&rsquo;ont montr&eacute; des auteurs tels que &lt;a href=&quot;https:\/\/www.radiofrance.fr\/franceculture\/podcasts\/carbone-14-le-magazine-de-l-archeologie\/andre-leroi-gourhan-et-la-technologie-6950891&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;Andr&eacute; Leroi-Gourhan&lt;\/a&gt; or &lt;a href=&quot;https:\/\/shs.cairn.info\/revue-esprit-2014-1-page-66&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;Bernard Stiegler&lt;\/a&gt;, les techniques ne se contentent pas de prolonger l&rsquo;action humaine : elles participent &agrave; la constitution m&ecirc;me de nos capacit&eacute;s cognitives.&lt;\/p&gt;&lt;p&gt;Livres, ordinateurs, moteurs de recherche ou intelligences artificielles ne sont pas de simples outils : ils participent &agrave; des formes de cognition distribu&eacute;e, que Katherine Hayles a d&eacute;crites comme des &lt;a href=&quot;https:\/\/www.journals.uchicago.edu\/doi\/abs\/10.1086\/688293?journalCode=ci&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;&laquo; assemblages cognitifs &raquo;&lt;\/a&gt;.&lt;\/p&gt;&lt;p&gt;D&egrave;s lors, la question n&rsquo;est peut-&ecirc;tre plus de savoir s&rsquo;il faut encore apprendre par c&oelig;ur, mais plut&ocirc;t : quelles connaissances doivent rester en nous pour que la compr&eacute;hension reste possible dans un monde o&ugrave; l&rsquo;information est partout accessible ? Cette question concerne directement les &eacute;l&egrave;ves, les &eacute;tudiants et leurs enseignants, confront&eacute;s &agrave; la place croissante des outils num&eacute;riques dans les apprentissages.&lt;\/p&gt;&lt;p&gt;Apprendre &laquo; par c&oelig;ur &raquo; ne d&eacute;signe pas ici une simple r&eacute;p&eacute;tition m&eacute;canique, mais l&rsquo;int&eacute;gration de connaissances suffisamment stabilis&eacute;es pour &ecirc;tre mobilis&eacute;es dans la compr&eacute;hension.&lt;\/p&gt;&lt;p&gt;Qu&rsquo;est-il encore n&eacute;cessaire d&rsquo;apprendre ?&lt;\/p&gt;&lt;p&gt;On pourrait penser que l&rsquo;acc&egrave;s g&eacute;n&eacute;ralis&eacute; &agrave; l&rsquo;information rend inutile l&rsquo;apprentissage par c&oelig;ur. Pourquoi m&eacute;moriser ce que l&rsquo;on peut retrouver en quelques secondes ? Cette id&eacute;e repose pourtant sur une confusion : disposer d&rsquo;une information ne signifie pas la comprendre. Comme l&rsquo;ont montr&eacute; les travaux de &lt;a href=&quot;https:\/\/theconversation.com\/profiles\/naomi-s-baron-185657&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;Naomi Baron&lt;\/a&gt; sur la lecture et les environnements num&eacute;riques, l&rsquo;acc&egrave;s facilit&eacute; aux contenus ne garantit ni leur appropriation ni leur int&eacute;gration dans un cadre de connaissances structur&eacute;.&lt;\/p&gt;&lt;br \/&gt;&lt;p style=&quot;margin:0&quot;&gt;&Agrave; lire aussi :&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;a href=&quot;https:\/\/theconversation.com\/deleguer-la-lecture-a-lia-quels-savoirs-et-plaisirs-sacrifions-nous-263282&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;D&eacute;l&eacute;guer la lecture &agrave; l&rsquo;IA : quels savoirs et plaisirs sacrifions-nous ?&lt;\/a&gt;&lt;\/p&gt;&lt;p&gt;&lt;a href=&quot;https:\/\/www.deboecksuperieur.com\/livre\/9782353273829-les-mecanismes-de-la-lecture&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;Pour interpr&eacute;ter une information, il faut d&eacute;j&agrave; disposer de rep&egrave;res, de concepts, de connaissances pr&eacute;alables&lt;\/a&gt;. Ces connaissances permettent de construire une repr&eacute;sentation coh&eacute;rente de ce que l&rsquo;on lit ou entend, en reliant les informations entre elles et &agrave; des exp&eacute;riences pass&eacute;es. Sans ces structures internes, les informations externes restent inertes, voire trompeuses. Elles peuvent aussi &ecirc;tre mal interpr&eacute;t&eacute;es ou prises pour fiables sans &ecirc;tre correctement &eacute;valu&eacute;es, qu&rsquo;il s&rsquo;agisse de contenus en ligne ou de r&eacute;ponses g&eacute;n&eacute;r&eacute;es par des intelligences artificielles.&lt;\/p&gt;&lt;p&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.digimind-evolution.com\/bh2\/projectpublic\/imgopenform.asp?filename=24703_1776341133441.jpeg&quot;&gt;&lt;img src=&quot;https:\/\/www.digimind-evolution.com\/AttachClients\/AttachBH2\/DIGIMINDimages\/24703_1776341133441_preview.jpeg&quot; border=&quot;0&quot; alt=&quot;&quot; \/&gt;&lt;\/a&gt;&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;Les connaissances retenues par c&oelig;ur permettent d&rsquo;avoir des rep&egrave;res pour interpr&eacute;ter notre environnement.&lt;a href=&quot;https:\/\/www.shutterstock.com\/fr\/image-photo\/working-on-his-times-tables-225571750?trackingId=3fd4f949-8fc1-4f3a-a054-ca2321a25b9f&amp;listId=searchResults&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;Shutterstock&lt;\/a&gt;&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;a href=&quot;https:\/\/theconversation.com\/mais-quest-ce-que-la-memoire-127869&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;La m&eacute;moire&lt;\/a&gt; ne sert pas seulement &agrave; stocker des donn&eacute;es, mais &agrave; organiser le savoir et &agrave; lui donner sens. Elle permet &eacute;galement d&rsquo;anticiper, de comparer, de relier des informations entre elles et d&rsquo;&eacute;laborer des raisonnements. Acc&eacute;der &agrave; une r&eacute;ponse ne garantit ni son interpr&eacute;tation correcte ni sa mise en relation avec d&rsquo;autres connaissances. Un &eacute;tudiant peut ainsi obtenir une explication juste d&rsquo;un ph&eacute;nom&egrave;ne scientifique sans pour autant en saisir les enjeux, faute de ma&icirc;triser les concepts n&eacute;cessaires pour l&rsquo;int&eacute;grer dans un ensemble coh&eacute;rent.&lt;\/p&gt;&lt;p&gt;Cela conduit &agrave; distinguer plusieurs types de connaissances. Certaines peuvent &ecirc;tre largement externalis&eacute;es : des faits isol&eacute;s, des dates, des informations ponctuelles. D&rsquo;autres, en revanche, doivent &ecirc;tre internalis&eacute;es. C&rsquo;est le cas des concepts fondamentaux, du vocabulaire &ndash; notamment disciplinaire &ndash;, des grandes structures explicatives &ndash; qui permettent d&rsquo;organiser et de relier les connaissances entre elles &ndash;, ainsi que des proc&eacute;dures automatis&eacute;es comme le d&eacute;codage en lecture ou le calcul. Ces connaissances ont en commun de structurer la compr&eacute;hension plut&ocirc;t que d&rsquo;ajouter simplement des informations. Elles ne sont pas simplement utiles : elles sont n&eacute;cessaires pour comprendre, raisonner et apprendre.&lt;\/p&gt;&lt;p&gt;Le vocabulaire d&rsquo;une discipline, par exemple, ne sert pas seulement &agrave; nommer des objets : il permet de structurer la pens&eacute;e et d&rsquo;acc&eacute;der &agrave; des distinctions conceptuelles. De m&ecirc;me, les automatismes comme le d&eacute;codage en lecture ou le calcul lib&egrave;rent des ressources cognitives indispensables &agrave; des raisonnements plus complexes.&lt;\/p&gt;&lt;p&gt;Des connaissances pour penser avec les outils&lt;\/p&gt;&lt;p&gt;Il serait illusoire, dans ce contexte, de chercher &agrave; se passer des outils dont nous disposons, tant ils font partie int&eacute;grante de nos activit&eacute;s cognitives. Les technologies num&eacute;riques et &lt;a href=&quot;https:\/\/theconversation.com\/topics\/intelligence-artificielle-ia-22176&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;l&rsquo;intelligence artificielle&lt;\/a&gt; ne remplacent pas ces connaissances internes : elles les prolongent. Elles s&rsquo;int&egrave;grent &agrave; ce que l&rsquo;on peut appeler des assemblages cognitifs, dans lesquels la pens&eacute;e se distribue entre le cerveau, les outils, les interactions avec autrui et l&rsquo;environnement, et o&ugrave; l&rsquo;acc&egrave;s &agrave; l&rsquo;information s&rsquo;articule en permanence avec les connaissances d&eacute;j&agrave; pr&eacute;sentes en m&eacute;moire.&lt;\/p&gt;&lt;p&gt;Mais pour que ces assemblages fonctionnent, encore faut-il qu&rsquo;il y ait quelque chose &agrave; assembler : une base de connaissances et de structures internes permettant d&rsquo;interpr&eacute;ter, de s&eacute;lectionner et d&rsquo;organiser l&rsquo;information. Dans ces assemblages, consulter un moteur de recherche, interroger une intelligence artificielle ou relire un document ne sont pas des op&eacute;rations ext&eacute;rieures &agrave; la pens&eacute;e, mais des prolongements de celle-ci.&lt;\/p&gt;&lt;p&gt;D&egrave;s lors, la question n&rsquo;est plus de savoir s&rsquo;il faut apprendre par c&oelig;ur ou non, mais de d&eacute;terminer ce qui doit &ecirc;tre appris pour que l&rsquo;acc&egrave;s au savoir reste possible. Les institutions &eacute;ducatives, &agrave; travers des dispositifs comme le socle commun de connaissances et de comp&eacute;tences, tentent d&rsquo;apporter des r&eacute;ponses &agrave; cette question. Mais &agrave; l&rsquo;&egrave;re de l&rsquo;intelligence artificielle, cette question m&eacute;rite d&rsquo;&ecirc;tre repos&eacute;e.&lt;\/p&gt;&lt;p&gt;Cela suppose de repenser non seulement ce que l&rsquo;on apprend, mais aussi les crit&egrave;res qui guident ces choix. Apprendre par c&oelig;ur ne dispara&icirc;t pas : il change de fonction. Il ne s&rsquo;agit plus d&rsquo;accumuler des informations, mais de construire les structures qui rendent le monde intelligible.&lt;\/p&gt;&lt;p&gt;&lt;a href=&quot;https:\/\/theconversation.com\/profiles\/frederic-bernard-697581&quot; target=&quot;_blank&quot; rel=&quot;nofollow noopener noreferrer&quot;&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.digimind-evolution.com\/bh2\/projectpublic\/imgopenform.asp?filename=24703_1776341133647.jpeg&quot;&gt;&lt;img src=&quot;https:\/\/www.digimind-evolution.com\/AttachClients\/AttachBH2\/DIGIMINDimages\/24703_1776341133647_preview.jpeg&quot; border=&quot;0&quot; alt=&quot;&quot; \/&gt;&lt;\/a&gt;&lt;\/a&gt;&lt;\/p&gt;&lt;p&gt;D&eacute;claration d&rsquo;int&eacute;r&ecirc;ts&lt;\/p&gt;&lt;p&gt;Fr&eacute;d&eacute;ric Bernard ne travaille pas, ne conseille pas, ne poss&egrave;de pas de parts, ne re&ccedil;oit pas de fonds d&amp;#039;une organisation qui pourrait tirer profit de cet article, et n&amp;#039;a d&eacute;clar&eacute; aucune autre affiliation que son organisme de recherche.&lt;\/p&gt;&lt;p style=&quot;margin:0&quot;&gt;&lt;\/p&gt;\" rel=\"noopener\">Pourquoi continuer d&#039;apprendre certaines choses par\u00a0c\u0153ur ?Fr\u00e9d\u00e9ric Bernard, Universit\u00e9 de Strasbourg<\/a><\/li><li><a href=\"https:\/\/s39613.pcdn.co\/articles\/teaching-with-technology-articles\/when-ai-gets-it-wrong-a-pedagogical-approach\/\" target=\"_self\" title=\"&lt;br \/&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/academic-integrity\/&quot;&gt;academic integrity&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/active-learning-techniques\/&quot;&gt;active learning techniques&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/ai-in-the-classroom\/&quot;&gt;AI in the classroom&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/ai-literacy\/&quot;&gt;AI literacy&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/critical-thinking-skills\/&quot;&gt;critical thinking skills&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/digital-literacy\/&quot;&gt;digital literacy&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/responsible-ai-use\/&quot;&gt;responsible AI use&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/student-learning\/&quot;&gt;student learning&lt;\/a&gt;&lt;a target=&quot;_blank&quot; href=&quot;https:\/\/www.facultyfocus.com\/tag\/teaching-with-technology\/&quot;&gt;teaching with technology&lt;\/a&gt;&lt;br \/&gt;\" rel=\"noopener\">When AI Gets It Wrong: A Pedagogical Approach<\/a><\/li><\/ul>\n<\/div><\/section><\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-282","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.5 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Actualit\u00e9s - Audencia Learning &amp; Teaching Hub<\/title>\n<meta name=\"robots\" content=\"noindex, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Actualit\u00e9s - Audencia Learning &amp; 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