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Ce livre raconte l’histoire de Tarcisse Ruhamyandekwe dont le parcours a commencé à sa naissance au Rwanda. Dans sa vie, il a vécu tellement d’actes d’exclusion, de discrimination et de racisme que sa première réaction était toujours de les ignorer. Ce n’était pas normal, mais c’était acceptable. Ce comportement était en quelque sorte le résultat de sa vie en général. L’exclusion, la discrimination et le racisme étaient présents dès le début de sa vie. Il est né au Rwanda, alors un pays où le racisme était violent et qui a culminé avec l’horrible génocide contre les Tutsis en 1994. Entre l’âge de cinq et sept ans, il a vu des soldats du régime politique postcolonial emmener son père au milieu de la nuit sous la menace d’armes à feu simplement parce qu’il était Tutsi. Entre l’âge de sept et treize ans, on lui demandait régulièrement de se lever et de révéler son groupe ethnique Tutsi en classe. Au début de la vingtaine, il a été expulsé de l’Université nationale du Rwanda et s’est exilé à cause de son groupe ethnique. Au milieu de la vingtaine, il était un étudiant sans papiers constamment soumis à des noms péjoratifs au Zaïre, et à la fin de la vingtaine, il était un réfugié sans pays au Swaziland. Avec ce bagage, le traiter de « nègre » dans la quarantaine au Canada n’était pas une insulte qui allait changer sa vie. Mais un racisme sournois allait le priver d’opportunités incroyables dans une société où la vie dépend grandement de la performance financière. Il a alors compris que pour une personne noire au Canada, et qui plus est immigrante, la fenêtre d’opportunité est si petite que non seulement vous avez un temps limité pour la saisir, mais également besoin de compétences spécifiques pour réussir, “et non sombrer”, dans un environnement hostile. Mais à la fin, ceux qui ont mis des difficultés et des embûches dans sa vie ont fait de lui une meilleure personne, plus forte, compatissante et plus résiliente.
Health Information Management: What Strategies? contains the Proceedings of the Fifth European Conference on Medical and Health Libraries and gives a full account of the state-of-the-art of European medical librarianship. This book is the fifth in a well-received series of proceedings of the European conferences and together the volumes form a valuable source for medical librarians in Europe. The quality of papers reflects the growth of the European Association for Health Information and Libraries (EAHIL) towards maturity and the ongoing professional development of its members. The field of medical and health information has no geographical borders, therefore medical librarianship needs to be an international and multinational cooperation. The book reflects the important developments ongoing in medical informatics and medical information management. These subjects are touched upon as they have a close connection to medical librarianship. The future of medical libraries will be dominated by strong alliances with computer departments and health and hospital management departments. Many contributions deal with the strategies medical librarians can or will develop in order to incorporate the many tools of modern information technology into library policy and practice.
Rural and remote communities have long been challenging health care settings that rely on distant metropolises to supply their health workforce. The Northern Ontario School of Medicine, a pioneering faculty of medicine founded in 2005, was established to realise the potential of the rich learning environments found in such communities. This is the story of the establishment of a school of medicine that is part of a growing trend toward providing medical education that responds to the needs of remote populations and produces resourceful physicians capable of meeting those needs. Twelve contributors highlight the various aspects of the school's development and the unique opportunities it offers. The first new medical school in Canada in over thirty years, the Northern Ontario School of Medicine provides a blueprint for those interested in an innovative approach to medical education. This collection provides a fascinating and detailed account of the challenges and rewards faced by those who insisted on creating a patient-centred, community-based, and culturally sensitive learning environment for the physicians of tomorrow.
This volume highlights the proceedings of the two policy dialogue conferences held by the Working Group on Finance and Education (WGFE) in 2004. Part I of the document discusses the endemic crisis that higher educationhas been beset with since the outset of the post colonial period in Africa. It highlights the critical state of higher education systems in Burkina Faso, Mali, Nigeria and Senegal by scrutinizing the causes, manifestations and consequences of the crisis to posit useful recommendations and possible solutions. Part II is a comprehensive review of the challenges facing the financing and planning of all levels and types ofeducation - from kindergarten to graduate school - in selected African countries. The papers reveal the sources and mechanisms of funding education in Africa, drawing attention to the experiences of communities confronted with new funding sources. A new trend, which consists of designing decade long educational development plans, has emerged and is rapidly expanding in numerous African countries. This experience is examined and shared by the authors. This book has contributions in both French and English.
The contributions to the conference held in Geneva in 2003, focus on the very latest approaches to 'e-Learning'. The power and enormous diversity of this medium, becomes apparent as experts from all over the world compare notes and raise a whole new range of issues. The reader can examine the presentations of the various practitioners, or go straight to the discussions at the end, for insights into what the future holds for teachers and students alike.
This volume continues to build on the relationship between the Research in Management Consulting series and the intervener-researchers at the Socio-Economic Institute for Firms and Organizations (ISEOR) in Ecully, France, extending that partnership to our recent work with the French Foundation for Management Education (FNEGE), a foundation dedicated to closing the gap between the teaching and practice of management in France. As part of the Foundation’s multifaceted activities—which range from seminars and an advanced training initiative for French doctoral students to joint programs with international organizations an associations—FNEGE partnered with ISEOR to sponsor a series of workshops on developing high quality intervention-research. This volume is one of the results from that endeavor. Although intervention-research helps to uncover valuable insight into organizational dynamics and performance, the challenge of capturing and disseminating that insight to both academics and practitioners is entrenched in the rigor-relevance debate. While we are witnessing increased calls for “actionable knowledge,” this ideal, unfortunately, remains a rather elusive concept as critics contend either that rigorous academic research falls well-short of relevance to the practitioner world or research that proves to be valuable to practitioners falls short of the rigor expected in academic life. This volume is intended to help bridge that divide. Drawing on the FNEGE-ISEOR intervention-research workshop, the volume contains 18 chapters that explore the intervention-research process, from initial conceptualization, to implementation, to publication. The volume will be published in French and English