L’intermittence en emploi peut-elle être une expérience formatrice?

Cet article traite de l’expérience de formation de personnes en régime d’intermittence en emploi. L’auteure cherche à saisir si le changement répétitif d’emplois place ces personnes face à des situations de nouveauté propices à un apprentissage formateur. Cette question fait écho à une préoccupation qui concerne l’influence des conditions de la postmodernité sur l’identité professionnelle et les modes d’apprentissage. L’identité professionnelle est étudiée avec un cadre d’analyse multidisciplinaire qui permet de décrire les événements du parcours d’emploi et de formation ainsi que le processus de formation et l’acquisition de savoir. L’étude est effectuée dans une perspective exploratoire par étude de cas de professionnels, diplômés universitaires, en situation d’intermittence en emploi. Les résultats révèlent que des types d’engagement professionnel incitent plus que d’autres à vivre de la nouveauté. Mais, c’est l’observation de la temporalité longue qui permet véritablement d’estimer en quoi l’intermittence est génératrice d’une expérience formatrice. La perception de vivre du changement s’élabore au cours de l’histoire professionnelle et relève surtout de l’interprétation subjective. Le choix des activités formelles de formation continue s’effectue tout le long du parcours professionnel par adaptation. L’expérience formatrice s’incorpore au développement identitaire et elle est influencée par l’aptitude à se projeter dans l’avenir.This article explores the educational experiences of people on an employment intermittence regime. The author attempts to find out if repeated employment changes offer new situations favourable to learning. This question echoes a concern about the influence of postmodernism on professional identity and learning modes. Professional identity is studied within a multidisciplinary analysis framework that describes the events on a career and training path, along with the training process and the acquisition of knowledge. The study is conducted from an exploratory perspective through case studies of professionals who are university graduates and who are experiencing employment intermittence situations. The results reveal that some professional involvements are more likely than others to lead to new experiences. This observation of long-term temporality allows us to estimate the ways in which intermittence generates an educational experience. The perception of living with change develops over the course of a person’s professional history and is mostly based on subjective interpretation. Through adaptation, the choice of formal continuous education activities takes place all along the career path. The educational experience is incorporated into the person’s identity development and is influenced by the ability to look forward into the future.Este artículo aborda la experiencia formativa de personas en régimen de intermitencia laboral. La autora trata de cerner si el cambio repetitivo de trabajo pone a las personas en situaciones inéditas que favorecen un aprendizaje formador. Esta cuestión es el eco de una preocupación sobre la influencia de la condición posmoderna sobre la identidad profesional y los modos de aprendizaje. Se estudia la identidad profesional con un cuadro de análisis multidisciplinario que permite describir los acontecimientos de la trayectoria laboral y de formación, así como el proceso de formación y la adquisición de conocimientos. La investigación se realiza desde una perspectiva exploratoria de estudio de caso de profesionales, universitarios diplomados en situación de intermitencia laboral. Los resultados muestran que los tipos de experiencia laboral profesional son los que más incitan a experimentar lo que es novedoso. Pero es la observación de una temporalidad más amplia que realmente permite evaluar cómo la intermitencia funciona en tanto que generadora de experiencias formativas. La percepción de vivir un cambio se elabora durante la trayectoria profesional y depende esencialmente de la interpretación subjetiva. Le elección de las actividades formales de formación continua se realiza a todo lo largo de la trayectoria profesional a través de la adaptación. La experiencia formativa se incorpora al desarrollo identitario y es influida por la aptitud a proyectarse hacia el futuro

Hamlet : un personnage moderne

À la Renaissance, l’affrontement entre une conception littéraire du théâtre, basée sur le poème dramatique, telle que celle qu’on découvrait dans La Poétique d’Aristote, et une conception plus réaliste du théâtre comme spectacle populaire a suscité l’invention d’une nouvelle forme : le personnage. En utilisant les techniques du spectacle dans la fabrication même du poème dramatique, Shakespeare a donné la première place au comédien et a donc fait du personnage, qui jusque-là était déterminé par l’intrigue et la situation dramatique, la base du théâtre moderne, le fondement du déploiement mythique occasionné par l’événement théâtral.On the Renaissance stage, the clash between a literary conception of theatre based on Aristotle's Poetics and a more realistic conception of theatre as popular show gave way to the invention of a new device: the "character as person". Shakespeare, by using technical devices of showmaking in the making of the dramatic poem itself, puts the actor so to speak in the "driver's seat". The "character as person", who was until then entirely determined by the plot and the dramatic situation, becomes the center of modern theatre, the ground from which grows the mythical evolvment triggered by the theatrical event

Assessing the social acceptability of Marine Protected Areas (MPAs) - a comparison between Port Stephens-Great Lakes Marine Park (PSGLMP) and Batemans Marine Park (BMP) in NSW

University of Technology, Sydney. Faculty of Science.The biological success of Marine Protected Areas (MPAs) depends to a large extent on their social acceptability. Considerable efforts are increasingly being expended on public participation processes and socio-economic assessments during MPA planning exercises, yet local opposition remains a largely consistent response to MPA proposals around the world. This resistance has slowed international progress towards a global network of MPAs. Two case studies in New South Wales, Australia were used to examine some of the factors that may influence community attitudes towards MPAs using a multi- disciplinary approach, incorporating media studies, social impact assessment, social research and oral history traditions. The Port Stephens-Great Lakes Marine Park (PSGLMP) and Batemans Marine Park (BMP) were established in December 2005 and April 2006 respectively. Both underwent virtually identical and concurrent planning processes. However resistance to the BMP was more intense and sustained and continues to this day. This thesis is unique in that the virtually identical and simultaneous planning processes conducted in the two study areas provides a valuable opportunity to look beyond governance processes and examine a wide array of influences on community responses to these MPAs. Key variables were compared to examine what may have contributed to this differential community response. These were: • demographics and history; • local media coverage and the role of influential media spokespeople; and • the social impacts of the parks. The results found that the BMP demonstrated the ‘perfect storm’ of opposition triggers – a community struggling in the transition away from a primary production economy, a highly politicised media dominated by powerful elites with ideological objections to the park, and social impacts sufficiently profound to motivate local citizens to support an active campaign against the park. Opposition to MPAs, however, cannot be explained by impact alone. All the marine park opponents interviewed represented themselves as ‘knowledge holders’ about their local marine area. This knowledge – predominately ‘fish’ knowledge – appears to have conflicted with a policy position which places biodiversity conservation as the primary objective of MPAs. This has led to a perception that the practical knowledge of users was not valued in the planning of each marine park. This research points to the importance of looking beyond a ‘one size fits all’ approach to MPA planning. Planning efforts require a deeper understanding of the social, cultural and political landscape of the communities in which MPAs are proposed. In particular the study identified three main areas in which the better integration of socio-cultural considerations is critical. They are communication and community engagement, social assessment and public policy

Autonomie, préférence et responsabilité : une critique féministe de la ‘‘morale magique du choix’’

À travers l’étude de cas des femmes dans les ateliers de misère, cet article met en relief deux approches morales fondamentalement divergentes à l’égard d’un choix fait sous de fortes contraintes sociales et économiques. La première met l’accent sur la nécessité de respecter le choix de ces femmes puisque celui-ci relève malgré tout de l’expression de leur autonomie et de leur préférence. Il convient dans cet article de mettre en lumière les limites de cette approche grâce aux analyses féministes de Ann Cudd, Carol Hay, Martha Nussbaum et Iris Marion Young. Ainsi pourrons-nous mieux distinguer la nature particulière de ce choix et entrevoir notre responsabilité morale face à l’injustice que subissent ces femmes

Citizen Science for Maine’s Classrooms: The Case for Improving STEM Learning

Education, business, and community leaders recognize the need for increased empha­sis on science, technology, engineering, and mathematics (STEM) education to prepare students for future careers and citizenship. STEM education best practices increasingly call for engaging students in doing the work of science, and citizen science offers an exciting opportunity for this type of teaching and learning. Maine has a unique opportu­nity, because of the size of our state and the number of research and education organi­zations engaged in citizen science, to offer citizen science experiences to a statewide cohort of students. Through this work, Maine can serve as a model to school districts, states, and regions for impactful and authentic STEM learning that reaches all students

Un mécanisme de prospective technologique en prospective

The growth of consumer and environmentalist movements in recent years has shown that technological innovation is not always beneficial. Growing public pressure for better assessments of the consequences of technological projects has lead to the development of the concept of "Technology Assessment" which has been defined as "taking a purposeful look at the consequences of technological change".The concept of "Technology Assessment" originated in the U.S.A. in the early 1960's. In 1972 the Office of Technology Assessment (OTA) was formed as an aid to Congress. However since the Canadian political system differs significantly from that in the U.S.A. a different mechanism for Technology Assessment is needed in Canada. The present paper describes such a mechanism

Continuing the Trend Toward Equality: The Eradication of Racially and Sexually Discriminatory Provisions in Private Trusts

Racially and sexually discriminatory private trusts are presumed to be valid under traditional common law governing dispositions of property. Most courts have held that if the state plays a passive role, only private actors are involved and the Fourteenth Amendment is not implicated The United States Supreme Court, however, has declared in one context that discriminatory charitable trusts violate public policy and are unconstitutional. This Note argues that because private trusts involve unlawful state action and are not purely private, courts have an affirmative obligation imposed by the Supreme Court and a moral responsibility because of well-established public policy against racial and sexual discrimination to invalidate discriminatory terms in private trusts