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"The only constant is change" -- Heraclitus, Greek Philosopher The objective of this article, Part 1 of a two part series, is to provide a narrative review of the evolution of teaching chiropractic manual skills by four tutors who taught in the technique trenches at the Canadian Memorial Chiropractic College collectively for 120 years. Based on their collective memories, this narrative review describes the evolution of: central demonstrations; inconsistency between tutors with respect to demonstrating and grading chiropractic manual skills; determining course content; policy on students providing high velocity, low amplitude thrusts on each other during class time and testing; quantitative versus qualitative grading; remediation; acknowledgment of risk and; changes to technique class due to Covid. The results of a unique survey evaluating students' perception of these changes is presented. The intent of this article is for faculty at other accredited educational programs to learn from our experiences and potentially strengthen their pedagogical approach to teaching chiropractic manual skills. [ABSTRACT FROM AUTHOR]

The growth of virtual and distance education, driven by Information and Communication Technologies, has highlighted the significance of tutor competencies in this context. This study focuses on the competencies required to facilitate the learning of differential equations in synchronous sessions, as conducted by the National Open and Distance University. A questionnaire was administered to students who rated web conferences on a scale of 1 to 5, accompanied by an open-ended question justifying their rating. Using a qualitative approach, grounded theory was employed for data analysis, identifying two axial codes grouped under the nuclear category: "Technological and Human Resources for Facilitating the Learning of Differential Equations in Web Conferences." The results emphasize the fact that tutors should have in-depth knowledge of the subject, course experience, technological skills, and adequate prior preparation. This study highlights the relevance of tutor competencies in the virtual teaching of differential equations for engineering students, providing insights to enhance the quality of distance education. [ABSTRACT FROM AUTHOR]

Copyright of Revue Hybride de l'Éducation (RHÉ) is the property of Universite du Quebec a Chicoutimi, Departement des sciences de l'Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The use of popular culture as a teaching tool is often overlooked in teaching introductory-level political science courses. In recent years, advocacy for the inclusion of popular culture in the classroom has increased due to studies that highlight the benefits of such application in combination with other teaching methods. This paper argues that the incorporation of popular music and cartoons as a combined auxiliary teaching tool is an efficient way to increase students' understanding of theoretical concepts at multiple levels and to encourage them to think unconventionally. Relating political science paradigms and theories to popular culture makes them accessible to a broad spectrum of students and ensures that students become more engaged in the classroom. Students may also be more likely to apply theoretical concepts to real-life events. In this paper, we share our observations of using popular songs and cartoons as supplementary teaching materials and methods to explain theories of international relations and comparative politics. [ABSTRACT FROM AUTHOR]

Les auteurs de cet article visent à comprendre comment les conceptions de pratiques sociales de référence peuvent contribuer à reconfigurer un objet d’enseignement. Dans le cas présent, ils s’intéressent à l’objet « poésie ». Une analyse de contenu du discours de 32 poètes québécois contemporains confronté à celui de 20 enseignants du secondaire a été réalisée de façon à cerner les complémentarités et les distinctions dans leurs conceptions. Quelques aspects communs ont été identifiés à première vue : la poésie est associée à un travail sur la langue, à l’expression de soi, à des visions du monde représenté et à des dimensions de l’expérience esthétique. Toutefois, les justifications que donnent les uns et les autres pour décrire ces aspects diffèrent à plusieurs égards. Les résultats ouvrent la voie à une reconfiguration de la poésie en tant qu’objet d’enseignement. Ainsi, une transposition didactique de savoirs permettant de développer un rapport plus expérientiel et créatif à la poésie comme le défendent les poètes s’ajouterait à la dimension cognitive qui domine dans les conceptions des enseignants.

Ce texte décrit un retour d’expérience sur l’utilisation de supports cinématographiques dans l’enseignement de la civilisation chinoise à l’université, dans le cadre d’une réflexion sur l’évolution du public étudiant inscrit dans les formations où sont dispensés les cours en civilisation chinoise.

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

European society is experiencing moments of Volatility, Uncertainty, Complexity, and Ambiguity leading to what has been known as the VUCA world. To face the new economic, political, and social scenario we need to redefine the set of competences we expect from the graduates entering the European labour market. This article presents the process of incorporating new approaches into the curricula of the management courses in Poland. This study follows a descriptive methodology and is based on the analysis of research and reports that collect the needs and pro- files demanded by companies and society in the near future. The main findings show how certain soft skills will allow our students to compete with a robotized future and to meet the needs of society and the labour market. Soft skills are typically human and will not be automated, or at least this will not happen imminently, and they will become the most important skills for employees of the future. The elaboration of dynamic curricula will allow us to solve innovative tasks, evaluate and manage risks and counter threats. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Ensino em Artes, Moda e Design is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La zoopoétique étudie la pluralité des moyens stylistiques, linguistiques et narratifs qui permettent de restituer la diversité des émotions et des comportements animaux, tout comme la pluralité de leurs mondes. Comment ce champ de recherche s’inscrit-il dans les études littéraires environnementales ? Comment la zoopoétique permet-elle de renouveler les manières dont on étudie la littérature, de l’école à l’université ? Directrice de recherche au CNRS et professeure attachée au département de Littératures et Langage à l’École normale supé­rieure (Paris), Anne Simon est une chercheuse française en études littéraires et philosophiques. Spécia­liste de Proust, elle a orienté son travail sur le vivant et l’animalité en littérature, développant le champ de la recherche en zoopoétique. Elle a notamment publié Une bête entre les lignes. Essai de zoopoétique (Marseille, Wildproject, 2021). Elle est responsable du programme de recherche « Animots », subventionné par l’ANR entre 2010 et 2014 et désormais soutenu par l’unité République des savoirs (CNRS/ENS/Collège de France – PSL).

Confrontées à la crise environnementale qui met en question la survie de l’humanité, nos sociétés occidentales contemporaines doivent inventer de nouvelles manières d’habiter la Terre. Selon Nathalie Blanc, l’art et la littérature, ainsi que la recherche qui y est associée, ont un rôle à jouer dans ce domaine : parce qu’ils permettent de développer de nouveaux imaginaires, ils contribuent à mettre en œuvre de nouveaux rapports entre nature et culture. Nathalie Blanc est géographe, directrice de recherche au CNRS, et dirige le Centre des Politiques de la Terre (Université Paris Cité / Sciences Po) qu’elle a co-fondé en 2019. Ses travaux portent sur la nature en ville, et plus particulièrement sur la dimension culturelle des relations avec la nature au centre des projets de politique locale. Engagée dans une démarche de recherche-création, elle interroge le rôle de l’art et de la créativité dans les mobilisations environnementales.

Pour Rachel Bouvet, les études littéraires se réinventent au contact des autres disciplines : de la géographie, pour une approche géopoétique des textes, mais aussi des sciences du vivant, pour une approche globale du végétal. Et plus largement, c’est par le mouvement, par l’exploration et par la rencontre de l’altérité que la chercheuse entend faire dialoguer recherche et création littéraires. Rachel Bouvet est professeure au Département d’études littéraires de l’Université du Québec à Montréal. Elle a d’abord travaillé sur les espaces et les lieux en littérature, s’inscrivant en cela dans une démarche géopoétique, avant de s’intéresser aux rapports entre littérature et botanique. Elle a co-fondé La Traversée – Atelier de géopoétique, ainsi que GRIVE (Groupe de recherche interdisciplinaire sur le végétal et l’environnement). Elle a notamment co-dirigé, avec Stéphanie Posthumus, le collectif Mouvantes et émouvantes. Les plantes à travers le récit (Presses universitaires de Montréal, 2024).

Le paysage de l'enseignement de l'anglais en Algérie témoigne d'une évolution progressive vers une valorisation plus prononcée de cette langue au sein des filières scientifiques et techniques universitaires. Cette transition se matérialise par une prise de conscience croissante des besoins de l'économie mondiale, caractérisée par une demande croissante de professionnels compétents dans ces domaines maîtrisant l'anglais comme langue de communication internationale. Cette tendance reflète également la volonté du gouvernement qui reconnait de plus en plus l'importance de la maîtrise de l'anglais pour accéder à des opportunités professionnelles et économiques internationales. En réponse à ces besoins, le ministère revoit ses programmes et ses méthodes d’enseignement afin de garantit une meilleure intégration de l’anglais dans les disciplines scientifiques. Ainsi, cette transition vers une plus grande prédominance de l'anglais à l'université en Algérie s'inscrit dans une dynamique plus large de modernisation et d'adaptation aux exigences d'un monde globalisé et axé sur la compétitivité économique. Abstract The landscape of English teaching in Algeria demonstrates a gradual evolution towards a more pronounced valorization of this language within scientific and technical university courses. This transition is materialized by a growing awareness of the needs of the global economy, characterized by a growing demand for competent professionals in these fields who master English as a language of international communication. This trend also reflects the desire of the government which increasingly recognizes the importance of mastering English in accessing international professional and economic opportunities. In response to these needs, the ministry is reviewing its programs and teaching methods in order to guarantee better integration of English in scientific disciplines.Thus, this transition towards a greater predominance of English at university in Algeria is part of a broader dynamic of modernization and adaptation to the demands of a globalized world focused on economic competitiveness.

Against St. Augustine's position, Thomas Aquinas claims that man can teach his own science to someone else. His theory on the teaching of science is developed in Summa Theologica, I, q. 117, a. 1 and in Quaestiones disputatae de veritate, q. 11, a. 1. This paper aims to explain, considering this doctrine, why Aquinas admits the Aristotelian thesis of Metaphysics, I, according to which the distinctive mark of science is that it can be taught. I argue that, according to Thomas, science can be taught, in the one hand, because of its derivative nature and, on the other because it is grounded on certain principles that are both true and evident. [ABSTRACT FROM AUTHOR]

Context: The french medical doctor thesis is a research project, a postgraduate learning tool and a symbol of the end of medical studies. There is some doubt as to its scientific usefulness. Objective: To explore general practitionners' (GPs) perceptions of the benefits of their thesis work. Method: Qualitative study, according to the recommendations of the COREQ grid, based on 14 semi-structured interviews, conducted until data saturation, using an inductive approach inspired by the principles of phenomenology and supplemented by a modelling schema. Results: Despite its mandatory feature, the thesis was seen as a useful burden that developed professionnals skills. Physicians were more skeptical about the scientific value of their work. Loneliness, amateurism, methodological wandering and lack of time were all cited as obstacles. A personnal subject, joint work, methodological and human support, and anticipation were the levers of success. The symbolic significance of the defense encroached on its academic dimension. The title of doctor, peer recognition and commitment to society were important benefits for GPs. The areas for improvement identified were: clarifying the educational objectives, providing methodological support, making the academic dissertation less dramatic and more exciting. Conclusion: Some facilitating levers could be quickly activated by both thesis supervisors and academic departments: such as better defining the scientific and pedagogical framework, defusing the symbolic aspect, promoting joint work. [ABSTRACT FROM AUTHOR]

The article analyzes understandings of history and teaching that permeated the experiences narrated by teachers who taught History during the Military Dictatorship (1964-1985). Seven teachers who worked in public schools in Espírito Santo participated in the study. Based on Bloch (2001) and Ginzburg (2002, 2007), the analysis reveals that changes stemming from the political and educational project of the period had an impact on the professional practice of the teachers, such as the increase in the number of students, low salaries, little pedagogical guidance, unsatisfactory student performance, and control over their practices. [ABSTRACT FROM AUTHOR]

De plus en plus, les préoccupations de survie des langues et des cultures se posent avec acuité dans un contexte mondial où les plus dominantes absorbent et effacent celles à faible capacité de diffusion. Ces préoccupations de dimension planétaire concernent en général les langues et les cultures en perdition des sociétés sans tradition écrite dont les valeurs ne résistent toujours pas à la concurrence née de la rencontre et de la fusion entre les peuples du village global. Le Cameroun n’étant pas en reste, cet état de fait se fait remarquer au point où des communautés ethniques recourent à l’enseignement de leurs parlers afin de garantir la pérennisation de ceux-ci et partant, de leur culture. Simultanément, des voix préconisent l’enseignement didactique et l’institutionnalisation de certaines langues nationales, alors que les peuples qui les ont en usage les pratiquent au quotidien. Dans une telle situation, il y a lieu de se demander si la survie et la perpétuation de la langue et de la culture d’un groupe social dépendent du fait de les pratiquer ou de les enseigner comme objets. Cet article développe une réflexion sur ce questionnement afin de rendre compte de la réalité. Il évoque tour à tour la stratégie de la pratique sociale des langues et des cultures et celle de l’enseignement théorisé de ces valeurs. Il procède par la recherche qualitative fondée sur l’observation, les entretiens structurés et semi-structurés et sur une analyse de contenu des données collectées. [ABSTRACT FROM AUTHOR]

Tout psychiatre peut être requis par l'autorité judiciaire pour examiner une personne placée en garde à vue (GAV). Au vu des enjeux de santé publique que cet examen soulève (protéger la santé des personnes placées en GAV, maintenir la continuité des soins, éviter l'incarcération de personnes présentant des troubles psychiatriques décompensés), cet examen revêt une importance particulière. Il demeure pourtant difficile, et parfois piégeux. L'objectif de cette étude descriptive est d'évaluer les connaissances des psychiatres français sur les conditions de cet examen, ses objectifs et ses limites, ainsi que sur les règles de rédaction du certificat médical à délivrer à l'autorité judiciaire. L'objectif secondaire est de dégager les variables associées à la bonne connaissance de cet examen. Un autoquestionnaire a été diffusé par mail à un échantillon de psychiatres français, entre février et mai 2021, pour évaluer leurs connaissances sur l'examen psychiatrique d'une personne placée en GAV, leur expérience dans ce domaine et leur niveau de compétence estimé. Un score de performance, basé sur la réponse aux questions de connaissances, a été calculé. Les caractéristiques des participants ayant un « haut score de performance » ont été comparées à ceux ayant un « bas score de performance ». Une analyse bivariée, puis une régression logistique ont été réalisées. Nous avons obtenu 183 réponses (50,8 % de femmes et 49,2 % d'hommes, âge moyen : 47,6 ans, 18,1 années d'expérience en moyenne). Le cadre légal de la réquisition était globalement bien connu des psychiatres (> 70 % de bonnes réponses), de même que l'application du secret professionnel (> 80 % de bonnes réponses). Ce n'était pas le cas des objectifs de la réquisition : pour 59 % seulement la compatibilité de l'état de santé mentale de la personne examinée en GAV était l'objectif principal de la réquisition. Si pour la grande majorité des psychiatres interrogés (93 %), il était possible d'instaurer une hospitalisation sans consentement sur décision du représentant de l'État, les autres modalités d'hospitalisation n'étaient possibles que pour une proportion moindre de répondants (< 58 %). Peu de psychiatres connaissaient les destinataires (et probablement l'existence) du deuxième volet du certificat médical. La médiane du score de performance était de 9,3/12 (min : 3,8 ; max : 12). Le fait d'avoir une formation en psychiatrie légale était le seul facteur significativement associé à un haut score de performance (OR = 2,90 ; p = 0,006). La variable associée à un moins bon score de performance était l'expérience du clinicien (OR = 0,94 ; p < 0,001). Les modalités de réponse à une réquisition de l'autorité judiciaire pour examiner une personne placée en GAV sont encore imparfaitement connues. À la lumière de nos résultats, sous réserve de la petite taille de notre échantillon, il paraît important de proposer à tous les psychiatres français une formation en psychiatrie légale, dès les premières années de l'internat et tout au long de leur carrière. Any French psychiatrist can be appointed by the district prosecutor or the judicial police officer to perform medical examination of people kept in police custody. After this examination, the doctor decides whether the person's state is compatible or not with detention in a police station. A medical certificate is attached to the case file. Regarding the high prevalence of psychiatric disorders among people kept in police custody and the large number of mentally ill people imprisoned without having been properly examined, this examination is of particular importance. However, it remains difficult and sometimes tricky. The main objective of this descriptive study is to evaluate knowledge of French psychiatrists about this examination, its goals and limits, and about how to produce a suitable medical certificate. The secondary objective is to identify the variables associated with a good knowledge of this examination. A questionnaire was submitted by e-mail to a sample of French psychiatrists from March to May 2021. It allowed us to collect data on their socio-demographic and professional characteristics. Then 12 questions were specially conceived to evaluate their knowledge about the psychiatric examination of people kept in custody. Finally, participants were also questioned about their experience in the area of medical intervention in police custody and how they felt confident about performing such an examination. Based on their responses to the 12 knowledge questions, participants have been separated into two groups ("high level of knowledge" versus "low level of knowledge"). The two groups' characteristics have been compared through a bivariate then a multivariate analysis. 183 psychiatrists completed the questionnaire (50.8% women and 49.2% men; mean age 47.6; mean experience 18.1 years). The legal frame of the examination in police custody was well known by the participants (> 70% good answers), as well as the rules of confidentiality (> 80% good answers). By contrast, only 59% of participants knew that the determination of the person's state compatibility with detention in a police station was the main objective of this examination. Nearly all participants knew that it is possible to decide involuntary hospitalizations of people kept in custody (93%), but a less proportion of them knew that all means of hospitalizations, voluntary and involuntary, are possible if needed. Few participants knew the addresses (or even probably the existence) of the second page of the document they need to complete after the examination (the first page consisting in the medical certificate transmitted to the police and the second page constituting the confidential medical record). Having received a specific teaching about forensic psychiatry was the only variable significantly associated with good knowledge of the specificities of the examination in police custody (OR = 2.90; P = 0.006). The variable significantly associated with poor knowledge was the doctor's experience (OR = 0.94; P < 0.001). The rules of good practice regarding psychiatric examination of people kept in police custody are not fully known by French psychiatrists. According to the results of our survey (even if these results cannot be generalized due to a small sample size), it appears essential to provide specific education about forensic psychiatry, not only to young doctors but also to all doctors throughout their careers. [ABSTRACT FROM AUTHOR]

Copyright of Recherches Sociographiques is the property of Recherches Sociographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Didáctica Geográfica is the property of Grupo de Didactica de la Geografia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Social Psychology / Psihologie Socială is the property of Alexandru Ioan Cuza University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Summary: On May 31st 2023, the Canadian mother and child teaching hospital Sainte Justine hosted the 32th annual Pharmacotherapy Day in Montreal, which was led by their Pharmacy Department. This certified hybrid event offered 4 hours and 15 minutes of continuous education on mother and child pharmaceutical care, to pharmacy students and pharmacists practicing in community and hospital settings. Six presentations of 30 to 45 minutes were available on site or through the virtual platform. The schedule including the specific learning objectives is available on the teaching hospital Sainte-Justine 32th Pharmacotherapy Day website. This article summarizes the key messages shared by the speakers during the 6 lectures. [ABSTRACT FROM AUTHOR]

Copyright of Physiotherapy Canada is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La transmission du coronavirus se fait par des humains et des objets infectés. À cet effet, une grande sensibilisation de toute la population est nécessaire pour arrêter la propagation de cette maladie. Cette sensibilisation se réalise à travers des stratégies de communication linguistique susceptibles de provoquer le changement de comportement de tous les habitants au regard de la Covid-19 qui a ouché toutes les couches sociales. Sur le plan linguistique, le Burundi est l’un des pays francophones de l’Afrique de l’Est qui est monolingue. Toute la population parle une seule langue maternelle, le kirundi. Le français n’est pas pratiqué par tout le peuple burundais. Mais, cette langue étrangère est enseignée dans les écoles et les universités. Pour certaines disciplines, le français est la langue d’enseignement. L’usage de la langue française dans la prévention contre le coronavirus est incontournable bien qu’elle ne soit pas parlée correctement par tous les Burundais.

Le coronavirus a bouleversé autant les habitudes sociales que professionnelles, les regroupements sur les réseaux sociaux et les réunions de travail à distance ont remplacé les échanges en présentiel. Confinement, distanciation, fermeture des établissements universitaires sont des phénomènes sans antécédents, les pratiques communicationnelles se sont vues s’accroitre via les plateformes, les messageries, les applications d’entreprise de communication. La covid-19 a surgi brutalement et a décrété l’urgence de se munir des dernières dispositions technologiques de la communication pour pallier les problèmes de la mobilité réduite qu’a engendrée la pandémie. Cet article relate une expérience d’enseignement en ligne : coopératif, collaboratif, asynchrone et synchrone via Messenger et Edmodo. Nous nous interrogeons sur leur apport vis-à-vis de l’enseignement au supérieur ainsi que sur le taux de satisfaction d’un apprentissage en mode virtuel. Ces services ont-ils assuré une continuité pédagogique et des échanges interactifs à distance.

Dans cet article, nous nous intéressons aux savoirs et aux connaissances des enseignants de français récemment recrutés dans les écoles primaires. Les savoirs et les connaissances que requiert l’enseignement du français, assuré particulièrement par les professeurs débutants, constituent en effet une difficulté langagière majeure en Tunisie, question à laquelle cette approche didactique souhaite apporter sa contribution. Il s’agit d’une recherche exploratoire à travers laquelle nous essayerons d’apporter des précisions et des réponses sur les savoirs et les connaissances relatifs à la discipline du Français, langue étrangère première en Tunisie. Les éléments de réflexion issus de ce travail et développés ainsi relèvent d’une problématique de recherche ayant donné matière à une enquête de terrain avec 20 enseignants en exercice dans le commissariat de la région de Mahdia – Tunisie. Les enseignants interrogés dans ce travail font partie de la première promotion de la nouvelle formation initiale dite LAEE (Licence Appliquée en Éducation et Enseignement) de l’ISEAH[1] de Mahdia. Abstract In this article, we are interested in the skills and knowledge of French teachers recently recruited in primary schools. The knowing and knowledge required bythe teaching of French, carried out particularly by beginning teachers, indeed constitutes a major language difficulty in Tunisia, an issue to which this didactic approach wishes to make its contribution. This is an exploratory research through which we will try to provide answers on the knowing and knowledge relating to the discipline of French, the first foreign language in Tunisia. Theelements of reflection resulting from this work and thus developed relate to aresearch problem which gave rise to a field investigation with 20 teachers inpractice in governorate of the city of Mahdia - Tunisia. The teachers interviewedin this present work are part of the first promotion of the new training calledALET (Applied License in Education and Teaching) of the Higher Institute ofApplied Studies in Humanities (HIASH) of Mahdia. 1] ISEAH : Institut Supérieur des Études Appliquées en Humanités. Il existe 10 ISEAH en Tunisie qui assurent la nouvelle formation LAEE, étant co-créée en 2016 par le Ministère de l’Éducation et le Ministère de l’Enseignement Supérieur et de la Recherche Scientifique.

L'évaluation authentique est un processus d'évaluation de compétences, de connaissances ou de performances qui vise à évaluer de manière réaliste et pertinente les aptitudes d'un acteur pédagogique dans des contextes réels ou authentiques. Contrairement aux évaluations traditionnelles qui se concentrent souvent sur des exercices plutôt structuraux ou des tâches artificielles, l'évaluation authentique met l'accent sur la démonstration de compétences dans des situations du monde réel. Le portfolio, en tant qu'outil d'évaluation authentique, est une collection organisée et réfléchie de travaux, de projets, de réalisations ou de preuves de compétences d'un individu, conçue pour mettre en avant ses progrès, son apprentissage et son développement dans un domaine spécifique. Il va au-delà de l'évaluation traditionnelle par des tests ou des examens, en mettant l'accent sur la présentation d'un ensemble diversifié de travaux qui reflètent la performance de l'individu dans des contextes réels ou pertinents. Dans le cadre du présent article, nous nous focalisons sur le portfolio de l’enseignant[1] et après avoir défini le portfolio en tant qu’outil important du processus d’évaluation, nous proposerons un exemple d’élaboration du portfolio personnel qui sera utile lors d’une éventuelle évaluation de ses compétences professionnelles. [1] Dans le présent document, l'utilisation du genre masculin a été adoptée afin de faciliter la lecture et pour ne pas alourdir le texte et n'a aucune intention discriminatoire. Abstract Authentic assessment is a process of evaluating skills, knowledge or performance that aims to assess an individual's skills and abilities in real or authentic contexts in a realistic and relevant way. Unlike traditional assessments, which often focus on more structural exercises or artificial tasks, authentic assessment emphasizes the demonstration of skills in real-world situations. The portfolio, as an authentic assessment tool, is an organized and reflective collection of an individual's work, projects, achievements, or evidence of skills, designed to demonstrate growth, learning and development in a specific area. It goes beyond traditional assessment by tests or examinations, focusing on the presentation of a diverse body of work that reflects the individual's performance in real or relevant contexts. In this article, we focus on the teacher's portfolio, and after defining the portfolio as an important tool in the teacher's assessment process, we will set out an example of how to develop a personal portfolio that will be useful when the teacher's skills are assessed.

Whether one can label nonhuman primate signals as ‘meaningful’ hinges on what one takes as central features to meaning. If one targets a notion of meaning closely related and comparable to meaning in human words, two features must be identified: firstly, a concrete ascribable meaning to the signal and, secondly, an element of convention or arbitrariness of the signal’s meaning. In their seminal paper published in 1980, Seyfarth, Cheney and Marler demonstrated that vervet monkey alarm calls have concrete, discrete, ascribable meaning. But what about their arbitrariness? Here we will suggest a potential way into the investigation of this second feature: Human individuals are capable of comprehending arbitrary word meaning through learning and teaching processes. The current theory suggests in particular that imitation learning and natural pedagogy-like teaching behavior are necessary. For nonhuman primate signals, there is high doubt that learning processes are involved in the acquisition of novel signals, for instance, during ontogeny, and even higher doubt in the involvement of natural pedagogy. We will tackle the question of why complex imitation learning and natural pedagogy is not necessary for animal signals to be arbitrarily meaningful. We will also argue that the framework of ASL – Affective Social Learning – can help us determine whether simple forms of learning and passive forms of (indirect) teaching hinging on affective states of the teacher are involved, allowing for an arbitrary character of nonhuman signals.

ABSTRACT: This article offers a general introspection on the French-speaking world and the teaching of French as a foreign language in Algeria, the challenges of this matter, strategies and teaching methods used in our educational system but also the significant position of French in society and challenges encountered in acquiring this language particularly as a teaching device. RÉSUMÉ : Cet article propose une réflexion générale sur la francophonie et l’enseignement du FLE en Algérie, les enjeux de ce dernier, les stratégies et les méthodes d’enseignement utilisées dans notre système éducatif mais aussi la place significative du français dans la société et les défis rencontrés dans l’acquisition de cette langue particulièrement comme dispositif d’enseignement.

The objective is to identify if teaching contexts (in maths, French and Physical Education) influence pupils' social representations. Social representations are prerequisites for social relations and actions. Are they more favourable in PE? The results show that the egocentration of schoolchildren is opposed to the suffered exocentration by high school students. Boys' positive emotional exocentration contrasts with girls' negative emotional self-centration. In PE, the representations would reflect a relational well-being. In Maths, the representations reflect a stereotyped rigour of pupils frozen by the mathematical operations to be performed. In French, the representations reflect a relational malaise and a rejection of this discipline. These students seem to live in an oppressive and boring context until they enter the heart of their imagination. It would be mainly the impregnation of the teaching context that would influence the students' [ABSTRACT FROM AUTHOR]

Context and background: The doctor's empathy has a positive influence on patient health, but a decline in empathy at the start of clinical placements has been observed in the majority of studies. To compensate for this decline, specific interventions are being developed. Objective: The aim of this longitudinal study was to evaluate changes in the empathy of French fourth-year medical students following integrative training in the therapeutic relationship, including theory classes, Balint groups, role-playing and objective structured clinical examinations with standardized patients. Methods: Empathy levels were measured with the French version of the Jefferson Scale of Physician Empathy − Medical Student (JSPE-MS) at the beginning and end of the course, and six months later. The study was carried out on matched data from 110 students. The primary endpoint was the difference in mean JSPE-MS scores between the three assessment times. Analyses were performed using Student's t tests for paired data. Results: The results of the matched cohort indicate that the empathy of medical students who completed the training and responded to the study did not change significantly during the fourth year and the six months that followed. Conclusion: Integrative training in the therapeutic relationship, given at the same time as the first clinical clerkships, can help preserve clinical empathy. These results reinforce the value of multimodal, sequential training in empathy for medical students. [ABSTRACT FROM AUTHOR]

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Monitoring in psychology courses has been a relevant experience for improving the quality of undergraduate teaching. The philosophical disciplines present in these courses could benefit from this kind of teaching program. The present study aims to analyze an experience of implementing monitoring in theoretical-philosophical curricular components in the psychology course. These components are present in the first year of the course, a phase marked by the adaptation of newcomers. Therefore, in the experience construction, the prediction was that students could present adversities when coming into contact with these themes, such as the complexity of debates and new academic language. Monitoring was used as a tool in educational practices to facilitate the communication process of students and teachers. The work was organized by two professors from a psychology course at the Federal University of Rio Grande do Norte (UFRN/FACISA), offering four voluntary scholarships over two years. The development of activities aimed to minimize students' difficulties, as well as incite and introduce historical and philosophical debates. During the intervention, autonomous teaching-learning was enabled for students, also providing teaching experience for monitors. With the conclusion of the activities, monitoring was consolidated as an effective mediation to achieve horizontality in academic relationships, with pedagogical gains for the participants, enabling the creation of subsequent initiatives in the study of psychology, epistemology, and other related areas. The current report demonstrates how similar practices can improve and improve the processes of student and professional training in Psychology courses. [ABSTRACT FROM AUTHOR]

Over the past two decades, universities and colleges in Canada have increasingly styled themselves as being deeply invested in addressing anti-Black racism, coloniality, and histories of exclusion. To address these long-standing grievances, academic institutions have ramped up and mass-promoted the implementation of equity-focused initiatives such as equity, diversity, and inclusion (EDI) offices; executive-level EDI positions; race-based data collection; EDI working groups; subcommittees and councils; anti-racism charters; statements of solidarity; and EDI training and workshops. In this article, the author argues that these efforts have done nothing to meaningfully address entrenched inequities present at every level of academic institutions. Of particular focus is the role of the Black administrator, who, the author argues, is hired to nullify dissent within the institution while manufacturing optics of diversity and progress. Drawing on the author's own experience as a former college dean, this article first provides examples of how these strategies amount to a nullification of dissent. The author argues that universities and colleges have become sophisticated in stifling legitimate challenges to hierarchies of power through incorporating and co-opting calls for change. The author shows how such practices not only undermine radical demands for change but also provide ways for institutions to maintain their racial capitalist, neoliberal objectives. In thinking about what may yet be possible in "another university," the author reviews a set of principles derived from Black radical tradition and Black queer feminist theory, which point to ways in which we may move toward an alternative learning commons or what others refer to as the "off-university" or the "undercommons." Extending on the concepts of the "Black test" and an "ethics of care," the author suggests some fundamental criteria for moving toward transformed academic institutions while also addressing ways in which we can rethink notions of Black leadership that are too often deployed to frustrate calls for change. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studii de Ştiintă şi Cultură is the property of Studii de Stiinta si Cultura and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Akofena is the property of Universite Felix Houphouet Boigny and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)