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Les problématiques de santé au travail et de développement de la qualité de vie au travail sont devenues des enjeux majeurs pour les organisations, qui sont tenues de mettre en place des politiques d’amélioration des conditions de vie au travail et de prévention des risques. Cet ouvrage, rédigé par une équipe d'auteurs à la fois enseignants et praticiens, présente 10 cas concrets de situations délétères (stress professionnel, violence organisationnelle, burn-out, harcèlement moral, etc.) dans les organisations et entreprises.
As pedagogical leaders, principals and vice-principals must necessarily prioritize teacher supervision. Whether used individually or with a group, this effective approach centers on improving educational services for students and optimizing their academic achievement. However, teacher supervision is influenced by ambiguities and several types of challenges related to the concept of supervision, the actors’ perceptions and beliefs, and the various systemic structures at play. This competency standards framework presents the knowledge, the know how to do, the know how to be, and the know how to become every successful teacher supervisor should possess, and proposes for each order a summary of existing literature and accessible theories. This competence reference manual will help supervisors acquire invaluable pedagogical and relational skills to perform high-quality, high-results supervision.
Les problématiques de santé au travail et de développement de la qualité de vie au travail sont devenues des enjeux majeurs pour les organisations, qui sont tenues de mettre en place des politiques d'amélioration des conditions de vie au travail et de prévention des risques. Cet ouvrage, rédigé par une équipe d'auteurs à la fois enseignants et praticiens, présente 10 cas concrets de situations délétères (stress professionnel, violence organisationnelle, burn-out, harcèlement moral, etc.) dans les organisations et entreprises.
Confirming his moniker as “America’s philosopher of democracy,” John Dewey engaged in a series of public debates over the course of his lifetime, vividly demonstrating how his thought translates into action. These debates made Dewey a household name and a renowned public intellectual during the early to mid-twentieth century, a time when the United States fought two World Wars, struggled through an economic depression, experienced explosive economic growth and spawned a grassroots movement that characterized an entire era: Progressivism. Unfortunately, much recent Dewey scholarship neglects to situate Dewey’s ideas in the broader context of his activities and engagements as a public intellectual. This project charts a path through two of Dewey’s actual debates with his contemporaries, Leon Trotsky and Robert Hutchins, to two reconstructed debates with contemporary intellectuals, E.D. Hirsch and Robert Talisse, both of whom criticized Dewey’s ideas long after the American philosopher’s death and, finally, to two recent debates, one on home schooling and the other on U.S. foreign policy, in which Dewey’s ideas offer a unique and compelling vision of a way forward.
This book examines the ways in which scholarly expertise was mobilized during the First World War, and the consequences of this for the inter-connected academic world that had developed in the late nineteenth century. Adopting a strong international approach, the contributors to this volume examine the impact of the War on individuals, institutions, and disciplines, cumulatively demonstrating the strong afterlife of conflict for scholarly practices and academic communities across Europe and North America, in the decades following the cessation of the Great War.