7 research outputs found
An administrator competency in equity and diversity : new frames of reference and training : an executive summary
Ce document est une traduction de : SynthĂšse du rapport "Les compĂ©tences des directions en matiĂšre dâĂ©quitĂ© et de diversitĂ© : pistes pour les cadres de rĂ©fĂ©rence et la formation" du Groupe de travail sur les compĂ©tences et la formation des directions en matiĂšre dâĂ©quitĂ© et de diversitĂ©
SynthĂšse du rapport "Les compĂ©tences des directions en matiĂšre dâĂ©quitĂ© et de diversitĂ© : pistes pour les cadres de rĂ©fĂ©rence et la formation" du Groupe de travail sur les compĂ©tences et la formation des directions en matiĂšre dâĂ©quitĂ© et de diversitĂ©
Diriger et agir pour lâĂ©quitĂ©, lâinclusion et la justice sociale : boĂźte Ă outils pour les directions dâĂ©tablissement dâenseignement
RĂ©cits de pratiques de directions dâĂ©tablissement dâenseignement au QuĂ©bec : illustration dâune compĂ©tence pour lâĂ©quitĂ©, lâinclusion et la justice sociale
Plusieurs recherches internationales ont montrĂ© lâeffet du leadership des directions dâĂ©tablissement dâenseignement afin de rĂ©pondre Ă des visĂ©es dâĂ©quitĂ©, dâinclusion et de justice sociale en Ă©ducation (Khalifa, 2018 ; Riehl, 2009). Cet article prĂ©sente une dĂ©marche inspirĂ©e de la recherche-dĂ©veloppement qui avait comme objectif dâexemplifier un modĂšle de compĂ©tence dĂ©veloppĂ© pour soutenir les directions dâĂ©tablissement dâenseignement dans lâinstauration de milieux Ă©ducatifs inclusifs favorisant lâaction face aux inĂ©galitĂ©s, exclusions et discriminations (Larochelle-Audet et al., 2018a). Une boĂźte Ă outils a ainsi Ă©tĂ© conçue avec des directions dâĂ©cole, les principaux utilisateurs ciblĂ©s, pour illustrer par des rĂ©cits de pratique les composantes de cette compĂ©tence.Several international studies have shown the impact of the school principalâs leadership in the struggle for equity, inclusion and social justice in education (Khalifa, 2018; Riehl, 2009). This article presents an initiative inspired by research and development that aimed to guide school principalâs in the actualization of a competency model developed to support them with the establishment of inclusive educational environments that promote action against inequalities, exclusions and discrimination (Larochelle-Audet et al., 2018a). Using practice narratives, a toolbox was designed with the input of targeted usersâschool principalsâ to illustrate the four components of the competency.
Prevalence of K-RAS Codons 12 and 13 Mutations in Locally Advanced Head and Neck Squamous Cell Carcinoma and Impact on Clinical Outcomes
Background. RAS gene mutations have an impact on treatment response and overall prognosis for certain types of cancer. Objectives. To determine the prevalence and impact of K-RAS codons 12 and 13 mutations in patients with locally advanced HNSCC treated with primary or adjuvant chemo-radiation. Methods. 428 consecutive patients were treated with chemo-radiation therapy and followed for a median of 37 months. From these, 199 paraffin embedded biopsy or surgical specimens were retrieved. DNA was isolated and analyzed for K-RAS mutational status. Results. DNA extraction was successful in 197 samples. Of the 197 specimens, 3.5% presented K-RAS codon 12 mutations. For mutated cases and non-mutated cases, complete initial response to chemoradiation therapy was 71 and 73% (P=0.32). LRC was respectively 32 and 83% (P=0.03), DFS was 27 and 68% (P=0.12), distant metastasis-free survival was 100 and 81% (P=0.30) and OS was 57 and 65% (P=0.14) at three years. K-Ras codon 13 analysis revealed no mutation. Conclusion. K-RAS codon 12 mutational status, although not associated with a difference in response rate, may influence the failure pattern and the type of therapy offered to patients with HNSCC. Our study did not reveal any mutation of K-RAS codon 13