Orphée ballet meslé de recits pour servir d'intermedes à la tragedie de Haralde qui sera representée au College de la Compagnie de Jesus, pour la distribution des prix, fondez par messieurs les nobles bourgeois de la ville de Rennes. le jeudi 27. aoust 1705. à midy

[Programme. 1705-08-27. Rennes, Collège de Rennes de la Compagnie de Jésus]

Alphonse ou le Prince inconnu , tragicomedie latine, sera representée par les rhetoriciens du College de Louis le Grand le mardy onziéme fevrier 1738, à trois heures précises après midy

[Programme. 1738-02-11. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

Agapit, martyr , tragedie, qui sera representée par les rhetoriciens du College de Louis le Grand. Le mercredy 12. de mars 1710, à deux heures précises aprés midy

[Programme. 1710-03-12. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

Enigmes qui seront expliquées par les Petits Pensionnaires du College de Louis le Grand , mardy II. de may 1700. à deux heures aprés midy

[Programme. 1700-05-02. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

La jeunesse d'Achille , ballet dedié à Louis XV. Servira d'intermede à la tragedie de Mithridate, qui sera representée sur le theatre du College de Louis le Grand. Le lundi 7. d'août de l'année 1719. à midi précis

[Programme. 1719-08-07. Paris, Collège de Louis le Grand de la Compagnie de Jésus]

Preparing students for the transition from college to work /

The purpose of this study was to examine the perceived preparedness of college students for the transition from college to full-time employment. The study was concerned with the interest and rationale behind developing a required Exit Course for college students in order to improve the college to work transition. As well, possible content of an Exit Course was evaluated. The importance of addressing college to work transitions is highlighted by two phenomena. First, there are specific employability skills that employers in Canada are seeking in newly hired employees. Second, the provincial government in Ontario is determining college funding based on graduate employment statistics which are measured by graduate satisfaction, graduate employment, and employer satisfaction. The research concentrated on the following stakeholders involved in the transition from college to work: (a) current students, (b) recent graduates, (c) support staff who assist students in college to work transition (Career Educators), and (d) employers. Through qualitative research, including focus groups and interviews, these stakeholder groups participated in the research to determine if the Exit Course was a viable solution to facilitate the transition from college to work. Focus groups were conducted with current students, while one-on-one, semi-structured interviews were conducted with recent graduates, Career Educators, and employers. Common themes elicited from the participants included the following: (a) although students were perceived by the participants of this study to be technically prepared for employment, they were perceived to have weak job search skills and unrealistic expectations of the world of work unless they had received the benefits of a Co-operative Education experience; (b) an Exit Course was seen as a viable solution to the issues involved in college to work transition; (c) an Exit Course should be comprised of skills necessary to obtain and succeed in a job and the course should be taught by individuals with extensive qualifications in this area; and (d) there is a need to develop college and business partnerships to ensure that students are connected to employers. Educators within post secondary institutions, specifically colleges, can benefit from the information provided within this study to gain a better understanding of the perceived level of preparedness of students for the transition from college to work. Suggestions with regard to how to improve this transition were made, with specific reference to the addition of an Exit Course as one possible solution.

Transforming curriculum leadership: vice principals in independent Christian elementary schools /

The literature on the vice principalship characterizes the position as one filled with clerical record keeping and student discipline and paints a picture of role conflict and general discontent. Research suggests that vice principals desire to take on a more significant role, specifically a role in curriculum leadership. Using open-ended interviews, a focus group interview, document analysis, and my research journal, I have explored the work ofa group of vice principals who have taken on the role of curriculum leader in independent Christian elementary schools in Ontario. When asked to explain their understanding of curriculum, the participants referred to written programs of study. However, their leadership activities reveal a broader understanding of curriculum as something that is in fact dynamic in nature. This leadership is enabled and shaped by their middle position on staff that combines the authority of an administrator and the credibility of a teacher. Although this dual identity creates tension, it also provides opportunities for genuine curriculum leadership. As middle leaders, the participants in this study often pull together or connect elements of the curriculum (teachers, principals, and programs) that have become separated. Such connective leadership is characterized by transformational (Van Brummelen, 2002) tendencies. This research suggests that the further along the continuum one goes from the understanding of curriculum as planned (Eisner, 1994) to acknowledging a lived curriculum (Aoki, 1993), the more transformational one's leadership style becomes.