En 2018, dans la controverse, le gouvernement de l'Ontario a modifié la Loi sur les services en français afin d'abolir le Commissariat aux services en français et le poste de commissaire aux services ...en français et de transférer ses compétences au bureau de l'ombudsman. Un nouveau poste d'ombudsman adjoint, aussi appelé commissaire aux services en français, a vu le jour. Dans la foulée de ces réformes législatives, il convient d'examiner l'état actuel des mécanismes d'application des droits linguistiques en Ontario. Cet article compare de manière systématique les pouvoirs de l'ombudsman et de son adjoint à ceux des autres commissaires aux langues du Canada. Bien que la nouvelle « commissaire aux services en français » de l'Ontario ne jouisse pas des pouvoirs ou de l'autonomie de son prédécesseur, ni ceux des autres commissaires aux langues canadiens, la Loi sur les services en français relève toujours d'un fonctionnaire indépendant de l'Assemblée législative-l'ombudsman-dont la compétence et l'influence pourraient servir à consolider son nouveau mandat linguistique.
Özet: Çalışmamızda, karşılıklı iki dikey duvarı soğutulmuş, diğer duvarları ve tabanı yalıtılmış olan dikdörtgenler prizması şeklindeki konfigürasyon içerisindeki yüksek Prandtl sayısına sahip ...(viskozitesi 5 cSt olan silikon yağı) akışkanın farklı yerçekimi vektörü değerlerinde (mikro (μg ) ve normal (1g) yerçekimi vektörü ) kararlı haldeki yüzey gerilim hareketleri ve bu yüzey gerilim hareketleri üzerine tesir eden doğal konveksiyon hareketleri Fluent Programı yardımıyla nümerik olarak 2 boyutlu incelenmiş ve karşılaştırılmıştır. Anahtar kelimeler: Yüzey gerilimli konveksiyon, doğal konveksiyon, Fluent programı, dikdörtgenler prizması, akım çizgileri, normal ve mikro yerçekimi vektörü. Investigation of Thermocapillary and Natural Convection Flow in Rectangular Container Abstract: In our study, steady state combined thermocapillary and natural convection flow in high Prandtl number fluid ( 5 cSt silicone oil) configuration under various gravity level (microgravity (μg ) and normal gravity (1g)) effects have been investigated numerically 2-D by Fluent CFD program. Key words: Thermocapillary convection, natural convection, Fluent program, rectangular container, streamlines, microgravity (μg ), normal gravity (1g)
Most restructuring efforts focus on changing the "how" of education. The articles in this book argue that redesign of the curriculum--the "what" of education--should be the main component of school ...revisioning. The book proposes a new framework for learning communities that views life as an intellectual and personal quest for knowledge and meaning. The authors draw on their research, theoretical, and practical experiences to examine several curricular areas from a process orientation; they describe reading, writing, mathematics, foreign languages, and creativity in terms of the processes they incorporate. Science, history, and aesthetics are presented as modes of inquiry. Following the foreword by Peter M. Senge and the prefaces by Arthur L. Costa and Rosemarie M. Liebmann, the chapters include: (1) "Toward Renaissance Curriculum: An Idea Whose Time Has Come" (Arthur L. Costa and Rosemarie M. Liebmann); (2) "Difficulties with the Disciplines" (Arthur L. Costa and Rosemarie M. Liebmann); (3) "Shifting Paradigms from Either/Or to Both/And" (Arthur L. Costa and Rosemarie L. Liebmann); (4) "Curriculum: A Decision-Making Process" (Arthur L. Costa); (5) "How Process Is Connected with the Human Spirit" (Rosemarie M. Liebmann); (6) "Process as Content" (Nancy Skerritt); (7) "Reading as a Thinking Process" (Ruth M. Loring); (8) "Mathematics Is Process Education" (Carol T. Lloyd); (9) "Teaching the Process of Aesthetic Knowing and Representation" (James G. Henderson and David M. Dees); (10) "Science as Inquiry: Transforming Science Education" (Donald B. Young); (11)"Paper Thinking: The Process of Writing" Peggy M. Luidens); (12) "Learning Creative Process: A Basic Life Skill" (Alison G. Strickland and Louis T. Coulson): (13) "Historical Inquiry" (Martha I. Turner and Merv Akin); (14) "Above the Word: When Process Is Content in Foreign Language Teaching" (Virginia Pauline Rojas); and (15) "Humor as Process" (John Dyer). The summary chapter, "The Essence: Process as Content," is by Louis Rubin. Eight tables and 17 figures are included. (LMI)
Cet article présente une analyse d’un questionnaire distribué à des stagiaires de troisième année du baccalauréat en enseignement secondaire après cinq semaines de stage en milieu scolaire. Une ...question est à l’origine de cette recherche : comment les stagiaires perçoivent-ils l’apport de chacun des formateurs — enseignant associé, superviseur universitaire généraliste et didacticien — par rapport à l’articulation théorie-pratique vécue en stage ? Au-delà de cette question, le modèle d’accompagnement triadique traditionnel est-il suffisant pour assurer l’articulation théorie-pratique ? Notre expérimentation visait l’analyse des perceptions des stagiaires par rapport à l’accompagnement reçu à la suite de la planification et du pilotage d’une séquence d’enseignement-apprentissage en stage. À l’intérieur de la problématique, notre contribution expose les défis que vivent les formateurs par rapport à l’accompagnement de leurs stagiaires pour le développement de liens entre la théorie et la pratique, tant dans les stages que dans les cours. Prenant appui sur un cadre conceptuel pour étudier le développement des compétences professionnelles, nous avons élaboré un questionnaire dont les résultats soulèvent d’importantes interrogations quant au rôle perçu de chaque formateur face à la professionnalisation des stagiaires.
We are presenting here a reading of House, a popular television medical drama, through the prism of the imaginary. This show juggles with reality and fiction in such a way that it is sometimes ...difficult for us to make a distinction between what we know about the medical environment and what images and words suggest. House's main and eponymous character, Dr Gregory House, appeals to the viewer through his ambivalence. Indeed, he is both obnoxious--often spiteful, callous and unsympathetic towards his patients, his close friends and colleagues, always flouting hospital rules--and captivating in the practice of his profession as well as in the relationships he maintains with the members of his team. This ambivalence makes him the author of a "creative destruction", which takes us from one world of feelings to another, using our emotions. Thus a dialogical process takes place, which can be perceived using the framework of interpretation provided by imaginary sociology, in particular its structures elaborated by Gilbert Durand.
L'insuffisance cardiaque (IC) est une pathologie fréquente et grave caractérisée par des hospitalisations prolongées et répétées. Chaque hospitalisation est un facteur de mauvais pronostic. Afin d'en ...limiter l'impact, la Caisse primaire d'assurance maladie a mis en place, depuis 2013, le Programme d'accompagnement de retour à domicile après une hospitalisation pour insuffisance cardiaque (PRADO-IC). Le but de cette étude est d’évaluer l'impact du programme PRADO-IC sur le taux de réadmission pour insuffisance cardiaque et le taux de mortalité à un an.
Entre septembre 2016 et septembre 2018 est réalisée une étude monocentrique, rétrospective, consécutive de tous les patients hospitalisés pour insuffisance cardiaque à l'hôpital Saint-Joseph.
Deux groupes sont constitués en fonction de l'attribution du programme PRADO-IC : groupe PRADO-IC et groupe témoin non PRADO (T). L'attribution du programme PRADO-IC à la sortie d'hospitalisation, reposait sur le libre arbitre du praticien hospitalier. Le critère de jugement principal était la comparaison du taux de réadmission pour IC à un an et de la mortalité à un an entre les deux groupes.
Six cent trente-trois patients ont été inclus, 262 dans la cohorte PRADO-IC et 371 dans la cohorte T. Les patients de PRADO-IC présentent plus fréquemment des critères de gravité (âge, poids, taux de BNP, arythmie, anémie, insuffisance rénale). La mortalité à un an (19,5 % vs 16,2 %, p = 0,28) est équivalente dans les deux groupes. Il n'y a pas de différence significative concernant, le taux de réhospitalisation pour IC à un an (35,1 % (PRADO-IC) vs 28,0 % (T), p = 0,06), le délai médian avant la première réhospitalisation pour IC (74,5 jours vs 54,5 jours, p = 0,55) et la durée médiane d'hospitalisation (6 jours (PRADO-IC) vs 7 j (T), p = 0,29). En analyse multivariée les variables associées au décès sont l’âge, une natrémie inférieure à 135 mmol/l, une anémie, un cancer et le fait d'avoir été réhospitalisé pour IC.
Notre étude montre que le programme PRADO-IC est attribué aux patients les plus graves. Cependant la durée de séjour hospitalier, la mortalité et le taux de réadmission à un an des patients bénéficiant du programme PRADO-IC sont comparables à ceux qui n'en bénéficient pas.
Insuffisance cardiaque; prévention; programme d’éducation pour la santé
Congestive heart failure (CHF) is associated with prolonged and recurrent hospitalizations; the prognosis remains poor. Since 2013, the Caisse Primaire d'Assurance Maladie (CPAM) has set up a support program PRADO-IC (support program for returning home after hospitalisation for heart failure). The aim of this study was to evaluate the impact of PRADO-IC on the heart failure readmission rate and death rate at one year.
From September 2016 to September 2018, all patients hospitalized for heart failure at Saint-Joseph Hospital were included in an observational study. The inclusion in PRADO-IC program was at physician's discretion. Two groups were compared according to the inclusion in PRADO-IC or not (T). The primary endpoints were the comparison of one-year mortality and heart failure readmission rate between the two groups.
Six hundred and thirty-three patients were included, 262 in the PRADO-IC group and 371 in the non-PRADO group. Patients in the PRADO-IC cohort more frequently present severity criteria (age, weight, BNP level, arrhythmia, anemia, renal failure). Mortality at one year (19.5% vs 16.2%, p = 0.28) are equivalent in both groups. There were no significant differences in one-year rehospitalization rate for heart failure (HF) (35.1% in PRADO cohort vs 28% in T group, p = 0.06), the time to first hospitalization (74.5 days in PRADO vs 54.5 days in T, p = 0.55) and the length of hospitalization (6.0 days in PRADO vs 7.0 days in T, p = 0.29) between the two groups. Age, hyponatremia, anemia, cancer, HF re-hospitalization were variables linked to a risk of mortality, in a multivariable analysis.
Our study shows that the PRADO-IC program concerned to the most severe patients. Despite this, the one-year mortality and the HF readmission rate are similar between the two groups.
Bu araştırma ilköğretim okullarındaki derslerde uygulanan yapılandırmacı yaklaşımın sınıf yönetimi üzerindeki etkilerini belirlemeyi amaçlamaktadır Bu amaca ulaşmak üzere nitel araştırma yöntemi ...kullanılmıştır Araştırmada yarı yapılandırılmış görüşme yöntemi ile veriler toplanmıştır Çalışma grubu aykırı durum örneklem ve kartopu yöntemiyle oluşturulmuştur Araştırmanın çalışma grubunu 2010 2011 eğitim öğretim yılında İzmir ili Bornova ilçesinde 866 sınıf öğretmeni içinde bulunan 25 öğretmen oluşturmaktadır Görüşmeye katılan öğretmenlerin 15?i kadın 10?u erkek öğretmenlerden oluşturulmuştur Araştırma sonuçlarına göre yapılandırmacı yaklaşım uygulamalarının etkili bir şekilde öğretim sürecinde yer almasıyla beraber öğretmenlerin sınıf yönetimi alışkanlıklarında değişimler meydana geldiği görülmektedir Öğretmenler yapılandırmacı yaklaşımı derslerinde uygularken sınıf yönetiminin sınıf düzeni oluşturma boyutunda fiziksel düzenlemeler kuralların belirlenmesi istenmeyen davranışlara ilişkin çözüm planının oluşturulması eğitsel araç gereç temini değerlendirme okul aile ilişkileri planlama okul ve çevre ilişkisinde sorunlar yaşadıklarını belirtmişlerdir Öğretmenler sınıf yönetimi düzenini devam ettirmek için geleneksel yöntemlerden farklı yöntemler kullandıklarını fakat yapılandırmacı yaklaşıma uygun yöntemleri uygulamada sorunlar yaşadıklarını ifade etmişlerdir Bununla beraber öğretmenler sınıf yönetim düzenini yeniden oluştururken sorunlu davranışlara düşük düzeyde müdahalelerde bulunduklarını vurgulamışlardır
This research aims at the effects of constructivist approach on classroom management applied in the lessons of the primary schools Qualitative method of research has been used in order to reach this goal Data have been gathered with the method of semi constructed consultation in the research 25 teachers out of 866 form tutors from Izmir Bornova comprise the study group of the research in 2010 2011 academic years 15 of the teachers participating in the consultation are women and 10 of them are men According to the results of the research with the implementations of constructivist approach in the process of education many changes have been seen in the customs of classroom management of the teachers As the teachers are carrying out the constructivist approach in their classes they have claimed that they have been having problems in constructing the system of classroom management with physical arrangements defining the rules forming a solution plan for the unwanted behaviors supply of educational material evaluation relations between the school and the families planning and the relations between the school and the society The teachers have explained that they have not used the traditional methods but different methods so as to maintain the system of classroom management Moreover the teachers have stressed that they have applied to low key interventions for problematic behaviors concerning the reconstructing the system of classroom managemen
This collection of papers shows how an integrated approach to classroom teaching can support and advance inclusion in elementary schools. There are 10 papers in three sections. Section 1, "Designing ...Elementary Education for All," includes: (1) "Searching for a Pedagogy of Success" (Judy W. Kugelmass and Beverly Rainforth); (2) "Addressing Issues of Cultural and Linguistic Diversity in the Early Childhood Classroom" (Monica Miller Marsh); and (3) "Project-Based Instruction" (Judy W. Kugelmass). Section 2, "Curriculum and Instruction in Schools for All Children," includes: (4) "Finding the Middle Ground in Literacy Instruction" (Karen Bromley); (5) "Beyond Constructivism and Back to Basics: A Cultural Historical Alternative to the Teaching of the Base Ten Positional System" (Jean Schmitau); (6) "Social History, Technology, and the Building of Inclusive Classroom Communities" (Laura Lamash); and (7) "Inclusive Education through the Arts in a Collaborative Community-Responsive Elementary Team: A Day in the Life" (Barbara L. Regenspan). Section 3, "'All' Children Really Means All Children," includes: (8) "Meeting the Needs of Students with Challenging Behaviors" (Robert L. Carpenter and Melissa A. Price); (9) "Using Activity Routines to Design Inclusive Education for Students with Severe Disabilities" (Beverly Rainforth); and (10) "Creating and Sustaining Inclusive Classroom Communities" (Beverly Rainforth and Judy W. Kugelmass). (Papers contain references.) (SM)
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