For a more assertive transition to the workforce : the development of college students’ professional identity

Comprend des références bibliographiquesDisponible en français dans EDUQ.info sous le titre "Pour une transition plus affirmée vers le marché du travail : le développement de l’identité professionnelle des étudiants au collégial""The labour market is a complex ecosystem in constant flux. On the one hand, it offers jobs for which the similarities between certain professions are striking—particularly in the field of human relations, my field of expertise—and, on the other hand, there is a multiplication of education op portunities: college diploma, attestation of college studies, university programs, recognition of acquired competencies, continuing education, etc. How then can a specific field of professional practices that are otherwise complementary be clearly delineated? What difference is there, in terms of the student’s exit profile, between the different types of education? It goes without saying that the shifting nature of these two realities forces teachers to adjust and equip themselves to teach college students effectively and allow them to project themselves more clearly into a professional environment that is often quite opaque to them."--AQP

Iraq’s dark shadow : Tony Blair’s moment of truth?

Britain’s intervention in Iraq in 2003 alongside the United States has hit the headlines for more than fourteen years. It shook up British domestic politics again in August 2015, when Labour Party leadership candidate – now Leader – Jeremy Corbyn expressed a wish that the Labour leaders who had made the decision for and led the way to war make a public apology to the families of the victims, going as far as to say that they should be prosecuted for war crimes. Military interventions have multiplied in the last five years: in Libya in 2011, in Mali in 2013, and in the Central African Republic in 2014, without any reference whatsoever to the BritishAmerican intervention in Iraq. With regard to Syria, however, the opposite held true, with endless references to Iraq forcing the Prime Minister to abandon plans for intervention. On 21 August 2013, Bashar al-Assad used chemical weapons against his own people: 1429 died, of whom 426 were children. The use of these prohibited weapons was observed by humanitarian organisations and journalists on the ground. As French political scientist Pierre Hassner rightfully wrote, “there was bloodshed and intervention by foreign powers”1 . In the West, the public responded with an outpouring of emotion - and yet that emotion seemed muted, flat. The crimes were there, impossible to deny or justify, and yet Barack Obama remained on holiday. Western leaders expressed their support for intervention in Syria, yet hastened to add that they wanted to seek the approval of their respective Parliaments, even where such approval was not required under fundamental legislation. Among them was British Prime Minister David Cameron, who did not want to bear responsibility for military intervention in Syria and who could not overlook the fact that the British public was averse to the idea of any new foreign intervention. That position was not shared by the French, who wanted to go in. Events played out just as they did in 2003, but in reverse. This time around, it was the leaders who were hesitant, and the British public refused to be drawn into something that they did not fully understand: not because they were blind to the images or insensitive to the suffering of its victims, but simply because they did not want to be manipulated, demanding “proof” that had not been tampered with: the first and lasting legacy of the 2003 Iraq intervention. Even the unprecedented online publication of evidence by the British, US and French intelligence services made no difference! The Syrian Minister for Foreign Affairs jeered at the West’s weak evidence, saying that “what the US Administration deems to be irrefutable evidence […] is nothing more than old stories disseminated by terrorists for over a week, with all the lies, fabrications and made-up tales that they contain”; for Damascus, this was “a superpower […] naively misleading its people on the basis of non-existent evidence” 2 . The Syria issue was not just a question of insufficient or dubious evidence; above all, it was a political issue: the second legacy of the 2003 intervention. Neither the general public – then suffering from intervention fatigue – nor Parliaments or leaders wanted to back a venture that could prove dangerous, and for which no set end point was in sight. The Russian mediation solution – placing Syria’s chemical weapons stocks under international controls and destroying them3 – with all its hallmarks of honourable surrender, was met with relief from all sides, raising the inevitable question of whether this was a new Munich, and the end of humanitarian intervention on the ground. In Britain, the shadow of Iraq hung heavy so over the House of Commons debate on 29 August 2013, that David Cameron noted that Jack Straw, Blair’s Foreign Affairs minister, commented that “the fact was that there was an egregious intelligence failure, and it has had profound consequences, not only across the Middle East but in British politics, through the fraying of those bonds of trust between the electors and the elected that are so essential to a healthy democracy”4 . Doubtless secretly relieved by the Commons’ opposition, Cameron then refused to intervene in Syria under such circumstances, despite the crossing by Bashar al-Assad of what Barack Obama had laid down as a ‘red line’, at a press conference in August 2012: the confirmed use of chemical weapons (the very opposite of Blair’s decision in 2003). The hangover of British-American intervention in 2003 triumphed over the realities of Syrian abuses, both in the United Kingdom and in the United States. It is on this basis that I intend to explore the notion of the dark shadow left by Iraq, as the intervention in Iraq seems to mark a turning point in Western foreign policy; from that point on, such interventions would be rarer, more limited in their scope, and would avoid boots on the ground. The major powers may well now lie beyond the West, with the possible exception of the United States. Humanitarian interventionism and the right to intervene may perhaps be a thing of the past, and all this can be traced back to the British-US Iraq intervention of 2003. The migrant crisis, which has highlighted the failure to act of the European institutions and the United Nations, is perhaps an early illustration of this shift. Why might this be described as a “shadow”? For three distinct reasons: the first, and perhaps the least palatable, is that the operation was a political and military failure. Had it been a success, realism may have rendered the question of means secondary. Yet the means used were questionable, constituting the second reason to describe Iraq’s legacy as a shadow. The decision to go to war, not being self-evident, had to be justified by legal contortions and the manipulation of evidence. The lies, which may well even be state-sanctioned lies that implicated governments and intelligence agencies, emerged alongside the Inquiries’ conclusions, thereby forming the third reason. This explains the scandal of the delayed publication of the Chilcot report. The Chilcot Inquiry was tasked in 2009 by Prime Minister Gordon Brown with identifying the political failings in the UK that had led up the decision to intervene in Iraq. What is shocking today is that the Chilcot report has still not been published, six years after the final hearings: a scandal that could shake British democracy to its very foundations

Développement de l’identité professionnelle en Techniques de travail social : regard du personnel enseignant

La formation collégiale du XXIe siècle fait face à des défis importants autant dans la diversité des programmes de formation au collégial que sur le plan de la fluctuation du marché du travail sur lequel s’appuie la formation technique et professionnelle. Dans la présente recherche, il sera question du programme en Techniques de travail social du Cégep de Ste-Foy. Ce contexte soulève certains défis dont la question de reconnaissance par soi et par autrui du développement de l’identité professionnelle (IP) chez les étudiantes et étudiants inscrits au programme d’études en Techniques de travail social (388.A0) (TTS). Dans la présente rechercheaction, nous tentons de comprendre la façon dont se développe cette identité professionnelle par l’étudiante et l’étudiant tout au long de sa formation et le rôle que joue les enseignantes et enseignants dans le développement de celle-ci. L’objectif général vise donc à développer, chez les enseignantes et enseignants, une représentation commune et partagée du développement de l’identité professionnelle chez les étudiantes et étudiants en TTS. La recension des écrits et le cadre de référence clarifient les différents concepts entourant le développement de l’identité professionnelle tels que : le concept de développement de l’identité professionnelle, les liens avec les valeurs, les attitudes professionnelles ainsi que la démarche d’accompagnement nécessaire au contexte de recherche-action. Cet essai poursuit trois objectifs spécifiques : 1) Déterminer les compétences professionnelles et caractériser la culture professionnelle qui influencent le développement de l’identité professionnelle chez l’étudiante ou l’étudiant inscrit au programme d'études TTS; 2) Accompagner les enseignantes et enseignants à développer une conception commune et partagée du développement de l’identité professionnelle chez les étudiantes et étudiants dans le cadre du programme d'études TTS; 3 Élaborer une définition, avec les enseignantes et les enseignants, du développement de l’identité professionnelle de la technicienne et technicien en TTS. Une approche méthodologique interprétative est adoptée pour réaliser cette recherche. Les participantes, cinq enseignantes du programme d’études, dont trois issus de la discipline de la technique de travail social et deux des disciplines contributives (psychologie et sociologie) du programme, ont été choisies. Ce choix vise à mettre en valeur l’apport de l’approche programme et de l’ensemble des cours dans le développement de l’identité professionnelle. L’analyse des données s’appuie sur les méthodes et les instruments de collecte de données suivant : un questionnaire au début et à la fin de la recherche, un journal de bord rédigé par les participantes et la chercheuse, le groupe de discussion, le bilan des rencontres collectives et enfin, le recueil de textes. Ces outils permettent de recueillir des données qui seront analysées selon une méthodologie rigoureuse telle que proposée par les auteurs de la recherche qualitative (Fortin et Gagnon, 2016). Entre autres, la triangulation des méthodes de données sera utilisée afin d’assurer la rigueur scientifique. Cette recherche-action vient s’appuyer sur une démarche structurée et bien définie comportant trois cycles. Chaque cycle permet de réaliser les six étapes d’une recherche-action proposées par Guay et Prud’homme (2011). De plus, cette recherche s’appuie sur le modèle d’accompagnement proposé par St- Germain (2008) et l’approche motivationnelle de Grenier (2010). L’analyse des données permet de dégager des résultats intéressants en deux volets : le premier concerne les concepts de développement de l’identité professionnelle et les résultats concernant la démarche d’accompagnement. Dans ce premier volet, il a été possible d’identifier les facteurs multidimensionnels qui influencent le développement de l’IP, de dégager les concepts significatifs de l’IP et enfin, d’élaborer une définition commune et partagée qui prend la couleur du programme d’études TTS. Dans le deuxième volet, cette recherche-action avait pour but de favoriser une prise de conscience individuelle et collective auprès des cinq participantes sur l’importance que revêt le développement de l’IP dans notre programme d’études. Tous ces résultats viennent d’une démarche d’accompagnement qui, par différentes activités réalisées dans le cadre de trois cycles de la rechercheaction, a permis aux cinq participantes de réaliser des activités individuelles et de groupe menant à une démarche réflexive qui a évolué tout au long de l’expérimentation. Malgré certaines limites liées à une durée limitée dans le temps et au nombre de participantes et participants, cette recherche dégage des pistes de développement pertinentes qui pourront faire l’objet, souhaitons-le, soit de projets dans le cadre d’innovation pédagogique au collégial ou d’une prochaine recherche au sujet du développement de l’IP dans les programmes d’études offerts au collégial

Pour une transition plus affirmée vers le marché du travail : le développement de l’identité professionnelle des étudiants au collégial

Comprend des références bibliographiques"Le marché du travail est un écosystème complexe et en constante fluctuation. D’une part, il offre des emplois où les similitudes entre certaines professions sont frappantes – notamment dans le champ des relations humaines, mon domaine d’attache – et, d’autre part, on y observe une multiplication des offres de formation : diplôme d’études collégiales, attestation d’études collégiales, programmes universitaires, reconnaissance des acquis, formation continue, etc. Comment alors bien délimiter le champ spécifique de pratiques professionnelles par ailleurs complémentaires ? Quelle différence y a-t-il, au point de vue du profil de sortie de l’étudiant, selon les différents types de formation ? Il va sans dire que la mouvance de ces deux réalités oblige le professeur à s’ajuster et à s’outiller pour enseigner efficacement aux étudiants du collégial et leur permettre de se projeter avec plus de netteté dans un milieu professionnel souvent bien opaque à leurs yeux."--AQP

Wolbachia Age-Sex-Specific Density in Aedes albopictus: A Host Evolutionary Response to Cytoplasmic Incompatibility?

Wolbachia bacteria have invaded many arthropod species by inducing Cytoplasmic Incompatibility (CI). These symbionts represent fascinating objects of study for evolutionary biologists, but also powerful potential biocontrol agents. Here, we assess the density dynamics of Wolbachia infections in males and females of the mosquito Aedes albopitcus, an important vector of human pathogens, and interpret the results within an evolutionary framework.Wolbachia densities were measured in natural populations and in age controlled mosquitoes using quantitative PCR. We show that the density dynamics of the wAlbA Wolbachia strain infecting Aedes albopictus drastically differ between males and females, with a very rapid decay of infection in males only.Theory predicts that Wolbachia and its hosts should cooperate to improve the transmission of infection to offspring, because only infected eggs are protected from the effects of CI. However, incompatible matings effectively lower the fertility of infected males, so that selection acting on the host genome should tend to reduce the expression of CI in males, for example, by reducing infection density in males before sexual maturation. The rapid decay of one Wolbachia infection in Aedes albopictus males, but not in females, is consistent with this prediction. We suggest that the commonly observed reduction in CI intensity with male age reflects a similar evolutionary process. Our results also highlight the importance of monitoring infection density dynamics in both males and females to assess the efficiency of Wolbachia-based control strategies

Control of somatic embryogenesis and embryo development by AP2 transcription factors

Members of the AP2 family of transcription factors, such as BABY BOOM (BBM), play important roles in cell proliferation and embryogenesis in Arabidopsis thaliana (AtBBM) and Brassica napus (BnBBM) but how this occurs is not understood. We have isolated three AP2 genes (GmBBM1, GmAIL5, GmPLT2) from somatic embryo cultures of soybean, Glycine max (L.) Merr, and discovered GmBBM1 to be homologous to AtBBM and BnBBM. GmAIL5 and GmPLT2 were homologous to Arabidopsis AINTEGUMENTA-like5 (AIL5) and PLETHORA2 (PLT2), respectively. Constitutive expression of GmBBM1 in Arabidopsis induced somatic embryos on vegetative organs and other pleiotropic effects on post-germinative vegetative organ development. Sequence comparisons of BBM orthologues revealed the presence of ten sequence motifs outside of the AP2 DNA-binding domains. One of the motifs, bbm-1, was specific to the BBM-like genes. Deletion and domain swap analyses revealed that bbm-1 was important for somatic embryogenesis and acted cooperatively with at least one other motif, euANT2, in the regulation of somatic embryogenesis and embryo development in transgenic Arabidopsis. The results provide new insights into the mechanisms by which BBM governs embryogenesis

Cooperative regulation of extracellular signal-regulated kinase activation and cell shape change by filamin A and beta-arrestins.: FLNA AND ßarr COOPERATE TO REGULATE ERK AND CELL SHAPE

14 pagesbeta-Arrestins (betaarr) are multifunctional adaptor proteins that can act as scaffolds for G protein-coupled receptor activation of mitogen-activated protein kinases (MAPK). Here, we identify the actin-binding and scaffolding protein filamin A (FLNA) as a betaarr-binding partner using Son of sevenless recruitment system screening, a classical yeast two-hybrid system, coimmunoprecipitation analyses, and direct binding in vitro. In FLNA, the betaarr-binding site involves tandem repeat 22 in the carboxyl terminus. betaarr binds FLNA through both its N- and C-terminal domains, indicating the presence of multiple binding sites. We demonstrate that betaarr and FLNA act cooperatively to activate the MAPK extracellular signal-regulated kinase (ERK) downstream of activated muscarinic M1 (M1MR) and angiotensin II type 1a (AT1AR) receptors and provide experimental evidence indicating that this phenomenon is due to the facilitation of betaarr-ERK2 complex formation by FLNA. In Hep2 cells, stimulation of M1MR or AT1AR results in the colocalization of receptor, betaarr, FLNA, and active ERK in membrane ruffles. Reduction of endogenous levels of betaarr or FLNA and a catalytically inactive dominant negative MEK1, which prevents ERK activation, inhibit membrane ruffle formation, indicating the functional requirement for betaarr, FLNA, and active ERK in this process. Our results indicate that betaarr and FLNA cooperate to regulate ERK activation and actin cytoskeleton reorganization

CRH – Études sociales et politiques des populations, de la protection sociale et de la santé (ESOPP)

Patrice Bourdelais, Laura Lee Downs, Geneviève Massard-Guilbaud, Paul-André Rosental, directeurs d’étudesYohann Aucante, Antoinette Fauve-Chamoux, Morgane Labbé,maîtres de conférencesCaroline Douki, maître de conférences à l’Université Paris VIIIHélène Frouard, chercheuse post-doctorante à l’Université Paris-IBernard Thomann, maître de conférences à l’INaLCO L’auto-fabrication des sociétés : population, politiques sociales, santé Ce séminaire collectif présente les travaux et les problématiqu..

CRH – Études sociales et politiques des populations, de la protection sociale et de la santé (ESOPP)

Patrice Bourdelais, Laura Lee Downs, Paul-André Rosental, directeurs d’étudesYohann Aucante, Antoinette Fauve-Chamoux, Morgane Labbé, maîtres de conférencesLuc Berlivet, Marie-Emmanuelle Chessel, chargés de recherche au CNRSThomas Cayet, chercheur post-doctorant au CNRSCaroline Douki, maître de conférences à l’Université Paris-VIII/Vincennes-Saint-DenisHélène Frouard, chercheuse post-doctorante à l’Université Paris-I/Panthéon-SorbonneJudith Rainhorn, maître de conférences à l’Université de Va..

Histoire sociale et politique des populations

Paul-André Rosental, directeur d’études Enseignement suspendu durant l’année universitaire 2009-2010 Patrice Bourdelais, Laura Lee Downs, Paul-André Rosental, directeurs d’étudesYohann Aucante, Antoinette Fauve-Chamoux, Morgane Labbé, maîtres de conférencesMarie-Emmanuelle Chessel, chargée de recherche au CNRSCaroline Douki, maître de conférences à l’Université Paris-VIII/Vincennes-Saint-DenisJudith Raihorn, maître de conférences à l’Université de ValenciennesBernard Thomann, maître de confér..