Opérationnalisation de la dimension ESPE de l'insertion socio-professionnelle du modèle du "Trèfle chanceux

Comme les emplois disponibles sont, depuis une dizaine d'années, de plus en plus difficiles à "détecter" et cette tendance risque fort de se poursuivre au cours des années à venir, l'insertion professionnelle constitue sans aucun doute l'un des problèmes de l'heure de notre société. C'est un problème auquel tous les chercheurs d'emploi doivent faire face et en particulier ceux et celles qui, comme les immigrants, les individus peu scolarisés, les accidentés du travail, les femmes au foyer et les chômeurs de longue durée, etc., sont moins outillés pour se tailler une place sur le marché du travail. Dans un contexte où il est souvent urgent pour ces clientèles de se trouver du travail pour subvenir à leurs besoins de base, le professionnel d'orientation est amené à se poser la question suivante: "Par rapport à l'environnement, qu'est-ce qu'il est essentiel pour ces gens de connaître afin de faciliter leur insertion professionnelle?

Étude de la dimension éthique dans la relation éducative à partir de témoignages d'enseignantes et d'enseignants du secondaire

La profession enseignante implique nécessairement une relation entre des personnes : son objet principal étant un ensemble de sujets dont on vise le développement; son outil privilégié, un rapport humain d'aide et de médiation. Cet état de fait nous amène à nous questionner sur la dimension éthique présente dans la relation éducative. Plus précisément, notre recherche vise une clarification et une meilleure compréhension de cette dimension de la pratique pédagogique. Pour atteindre cet objectif, en nous appuyant sur une méthodologie de type qualitatif, nous avons recueilli, à l'aide d'entrevues semi-directives, les témoignages de dix enseignantes et enseignants du secondaire en rapport avec la dimension éthique de leur pratique quotidienne. L'analyse de ce matériel a été réalisée suivant les procédures et les techniques d'analyse d'abord mises de l'avant par Glaser et Strauss en 1967, puis reprises et enrichies plus récemment par Strauss et Corbin (1990) et Paillé (1994) : la méthode d'analyse par théorisation ancrée. Pour l'essentiel, nos résultats mettent en évidence la pensée et la pratique pédagogique d'enseignantes et d'enseignants dont la dimension éthique se traduit, non pas uniquement dans la relation maître-élève, mais à travers l'ensemble des relations professionnelles entretenues avec diverses instances ; la société, l'institution scolaire et les élèves. D'une part, il apparaît que la principale source régissant les décisions éthiques de l'enseignant s'avère la personne même de l'enseignant, c'est-à-dire ses valeurs et ses représentations personnelles. D'autre part, il ressort que, dès l'entrée dans la profession, les valeurs et les représentations personnelles de l'enseignant sont confrontées à celles de la société, de l'institution, des élèves. En fait, l'enseignant se trouve partagé entre plusieurs forces : les pressions des parents, de la société, les attentes de l'institution scolaire, de la direction, des collègues, les demandes des élèves et enfin, ses attentes personnelles, son désir individuel. En somme, si le concept d'éthique renvoie à trois composantes de l'agir humain, soit les conduites, les valeurs et les représentations (Legault, 1993); en éducation, il semble que les conduites, les valeurs et les représentations de l'enseignant sont continuellement façonnées à travers les relations qu'il vit avec les différents partenaires de la relation éducative. Dans cette étude, il se dégage que la dimension éthique dans la relation éducative se caractérise principalement par un processus de négociation : négociation du rôle social, négociation de la pratique pédagogique et négociation de la relation avec les élèves. À notre avis, il s'agit bien d'une négociation et plus précisément d'une négociation éthique latente à travers laquelle l'enseignant, plus ou moins consciemment, cherche à trouver un accord, un terrain d'entente, une conciliation entre ses valeurs, ses représentations initiales, ses attentes et celles qu'il perçoit de la société, de l'institution scolaire et de ses élèves.

Australian professional standards for teachers and the ethical dimension of policies

On homotopy spheres of low dimension

Let M be a smooth compact manifold homotopy equivalent to the 4-sphere S^4. Then M x R^1 is homeomorphism co S^4 x R^1.

Mise en lumière de la dimension éthique dans le discours des femmes sur la pornographie

La question des rapports entre «éthique et féminisme» a été soulevée ces derniers temps par diverses auteures. Alors que par exemple Luce Irigaray en 1984 et Marilyn French en 1985 consacraient chacune un livre au sujet, Nancy Huston et Françoise Collin abordaient ce thème dans le numéro de mars 1985 de 1'ex-revue La Vie en Rose intitulé «Les féministes se critiquent», numéro visant à faire une espèce de bilan du développement du féminisme au cours des dernières années…

Fungi spores dimension matters in health effects: a methodology for more detail fungi exposure assessment

Health effects resulting from dust inhalation in occupational environments may be more strongly associated with specific microbial components, such as fungi, than to the particles. The aim of the present study is to characterize the occupational exposure to the fungal burden in four different occupational settings (two feed industries, one poultry and one waste sorting industry), presenting results from two air sampling methods – the impinger collector and the use of filters. In addition, the equipment used for the filter sampling method allowed a more accurate characterization regarding the dimension of the collected fungal particles (less than 2.5 μm size). Air samples of 300L were collected using the impinger Coriolis μ air sampler. Simultaneously, the aerosol monitor (DustTrak II model 8532, TSI®) allowed assessing viable microbiological material below the 2.5 μm size. After sampling, filters were immersed in 300 mL of sterilized distilled water and agitated for 30 min at 100 rpm. 150 μl from the sterilized distilled water were subsequently spread onto malt extract agar (2%) with chloramphenicol (0.05 g/L). All plates were incubated at 27.5 ºC during 5–7 days. With the impinger method, the fungal load ranged from 0 to 413 CFU.m-3 and with the filter method, ranged from 0 to 64 CFU.m-3. In one feed industry, Penicillium genus was the most frequently found genus (66.7%) using the impinger method and three more fungi species/genera/complex were found. The filter assay allowed the detection of only two species/genera/complex in the same industry. In the other feed industry, Cladosporium sp. was the most found (33.3%) with impinger method and three more species/genera/complex were also found. Through the filter assay four fungi species/genera/complex were found. In the assessed poultry, Rhyzopus sp. was the most frequently detected (61.2%) and more three species/genera/complex were isolated. Through the filter assay, only two fungal species/genera/complex were found. In the waste sorting industry Penicillium sp. was the most prevalent (73.6%) with the impinger method, being isolated two more different fungi species/genera/complex. Through the filter assay only Penicillium sp. was found. A more precise determination of occupational fungal exposure was ensured, since it was possible to obtain information regarding not only the characterization of fungal contamination (impinger method), but also the size of dust particles, and viable fungal particles, that can reach the worker ́s respiratory tract (filters method). Both methods should be used in parallel to enrich discussion regarding potential health effects of occupational exposure to fungi.

On the political dimension of political science – a few words about political dimension as the final judgment and reasoning

The subject of the text is the issue of the "political", which is defined as the nature and level of the final judgment and ultimate reasoning. The issues of this kind of the "political" has been attempted to distinguish in political sciences. The text focuses on: (1) the scientist as an agent for the final judgment and reasoning, (2) the subject of study of political science, (3) "theoretical strategies" in the science of politics. The latter problem has been discussed mainly on the example of Polish political science. Discussed were among others: (1) "the dilemma of scale", (2) limited operational capacity (methodological and theoretical), (3) aesthetic imagery of political life, (4) structural ignorance in the field of ontology, epistemology and methodology.

The spatial dimension of cycle logistics

US Cycle logistics is emerging as a promising alternative in urban freight transport. Compared to fossil fuelled vans, the use of cycles for delivering goods within urban areas offers advantages in terms of environmental friendliness, economic efficiency, flexibility, and liveability of urban neighbourhood. At the same time, cycle logistics has to face limits in terms of weight and volume of goods that can be delivered, distances that can be covered, and spatial urban structures that can be served. This latter issue has till now received less attention in the scientific literature: it is generally recognized that cycle logistics performs at its best in inner urban areas, but no systematic study has been realized to identify specific spatial requisites for the effectiveness of cycle logistics. This paper provides a brief review of the main issues that emerge from the literature over cycle logistics, and contributes to stimulate the debate over the spatial dimension of cycle logistics: it presents a classification of cycle logistics schemes, on the basis of their integration with other urban logistic facilities and of the spatial structure of delivery operations. A three-level classification is proposed, depending on the type of goods consolidation: only distribution without consolidation, consolidation in a fixed urban consolidation centre, or consolidation in a mobile depot; for each level, operational examples and case studies are provided. This systematizing typology could support both public and private operators in decisions about the organization of cycle logistics facilities, such as the location of urban consolidation centres or the composition of cycle fleets.

The third dimension: new developments in cell culture models for colorectal research

Cellular models are important tools in various research areas related to colorectal biology and associated diseases. Herein, we review the most widely used cell lines and the different techniques to grow them, either as cell monolayer, polarized two-dimensional epithelia on membrane filters, or as three-dimensional spheres in scaffoldfree or matrix-supported culture conditions. Moreover, recent developments, such as gut-on-chip devices or the ex vivo growth of biopsy-derived organoids, are also discussed. We provide an overview on the potential applications but also on the limitations for each of these techniques, while evaluating their contribution to provide more reliable cellular models for research, diagnostic testing, or pharmacological validation related to colon physiology and pathophysiology.

Effective Approaches to Enhancing the Social Dimension of Higher Education

Despite all intentions in the course of the Bologna Process and decades of investment into improving the social dimension, results in many national and international studies show that inequity remains stubbornly persistent, and that inequity based on socio-economic status, parental education, gender, country-of-origin, rural background and more continues to prevail in our Higher Education systems and at the labour market. While improvement has been shown, extrapolation of the gains of the last 40 years in the field show that it could take over 100 years for disadvantaged groups to catch up with their more advantaged peers, should the current rate of improvement be maintained. Many of the traditional approaches to improving equity have also necessitated large-scale public investments, in the form of direct support to underrepresented groups. In an age of austerity, many countries in Europe are finding it necessary to revisit and scale down these policies, so as to accommodate other priorities, such as balanced budgets or dealing with an aging population. An analysis of the current situation indicates that the time is ripe for disruptive innovations to mobilise the cause forward by leaps and bounds, instead of through incrementalist approaches. Despite the list of programmes in this analysis there is very little evidence as to the causal link between programmes, methodologies for their use and increases/improvements in equity in institutions. This creates a significant information gap for institutions and public authorities seeking for indicators to allocate limited resources to equity improving initiatives, without adequate evidence of effectiveness. The IDEAS project and this publication aims at addressing and improving this information gap. (DIPF/Orig.)

A critical and interpretative investigation of the ethical dimension of policies about school digital technologies

This thesis examines digital technologies policies designed for Australian schools and the ways they are understood and interpreted by students, school staff, teachers, principals and policy writers. This study explores the ways these research participant groups interpret and understand the ‘ethical dimension’ of schools’ digital technologies policies for teaching and learning. In this thesis the ethical dimension is considered to be a dynamic concept which encompasses various elements including; decisions, actions, values, issues, debates, education, discourses, and notions of right and wrong, in relation to ethics and uses of digital technologies in schools. In this study policy is taken to mean not only written texts but discursive processes, policy documents including national declarations, strategic plans and ‘acceptable use’ policies to guide the use of digital technologies in schools. The research is situated in the context of changes that have occurred in Australia and internationally over the last decade that have seen a greater focus on the access to and use of digital technologies in schools. In Australian school education, the attention placed on digital technologies in schools has seen the release of policies at the national, state, territory, education office and school levels, to guide their use. Prominent among these policies has been the Digital Education Revolution policy, launched in 2007 and concluded in 2013. This research aims to answers the question: What does an investigation reveal about understandings of the ethical dimension of digital technologies policies and their implementation in school education? The objective of this research is to examine the ethical dimension of digital technologies policies and to interpret and understand the responses of the research participants to the issues, silences, discourses and language, which characterise this dimension. In doing so, it is intended that the research can allow the participants to have a voice that, may be different to the official discourses located in digital technologies policies. The thesis takes a critical and interpretative approach to policies and examines the role of digital technologies policies as discourse. Interpretative theory is utilised as it provides a conceptual lens from which to interpret different perspectives and the implications of these in the construction of meaning in relation to schools’ digital technologies policies. Critical theory is used in tandem with interpretative theory as it represents a conceptual basis from which to critique and question underlying assumptions and discourses that are associated with the ethical dimension of schools’ digital technologies policies. The research methods used are semi-structured interviews and policy document analysis. Policies from the national, state, territory, education office and school level were analysed and contribute to understanding the way the ethical dimension of digital technologies policies is represented as a discourse. Students, school staff, teachers, principals and policy writers participated in research interviews and their views and perspectives were canvassed in relation to the ethical use of digital technologies and the policies that are designed to regulate their use. The thesis presents an argument that the ethical dimension of schools’ digital technologies policies and use is an under-researched area, and there are gaps in understanding and knowledge in the literature which remain to be addressed. It is envisaged that the thesis can make a meaningful contribution to understand the ways in which schools’ digital technologies policies are understood in school contexts. It is also envisaged that the findings from the research can inform policy development by analysing the voices and views of those in schools. The findings of the policy analysis revealed that there is little attention given to the ethical dimension in digital technologies at the national level. A discourse of compliance and control pervades digital technologies policies from the state, education office and school levels, which reduces ethical considerations to technical, legal and regulatory requirements. The discourse is largely instrumentalist and neglects the educative dimension of digital technologies which has the capacity to engender their ethical use. The findings from the interview conversations revealed that students, school staff and teachers perceive digital technologies policies to be difficult to understand, and not relevant to their situation and needs. They also expressed a desire to have greater consultation and participation in the formation and enactment of digital technologies policies, and they believe they are marginalised from these processes in their schools. Arising from the analysis of the policies and interview conversations, an argument is presented that in the light of the prominent role played by digital technologies and their potential for enhancing all aspects of school education, more research is required to provide a more holistic and richer understanding of the policies that are constructed to control and mediate their use.

Porosity imaged by a vector projection algorithm correlates with fractal dimension measured on 3D models obtained by microCT

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