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The document examines the transformation of professional standards for school management staff in two different schools during the Covid-19 health crisis. The effects of pedagogical continuity on the practices of school directors are analyzed through interviews. The results reveal changes in relationships with teachers and families, as well as adaptive management practices. The mission of school directors focuses on students' access to learning, while assistant directors dedicate themselves to supporting students and families, highlighting the challenges faced during the health crisis. [Extracted from the article]

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Les conditions de travail des étudiants internes de médecine générale lors de leurs stages en secteur hospitalier sont souvent dégradées par des horaires surchargés, un nombre important d’astreintes mensuelles et un suivi tutoral insuffisant augmentant leur peur de l’erreur médicale et leurs risques psychosociaux. Ce constat a conduit certaines facultés de médecine à améliorer le potentiel d’apprentissage de ces stages tels que conçus en alternance avec les périodes consacrées à leur formation à l’université. Cet article rend compte d’un accompagnement au changement des pratiques de médecins enseignants en poste, diplômés de leur thèse de doctorat et chargés de cette formation universitaire, en tension entre la nécessité d’innover en pédagogie et la réalité d’un travail à flux tendu avant et pendant la crise sanitaire de COVID-19. Son objet est une formation hybride (blended-learning) articulant des cours en présentiel, distanciel synchrone et asynchrone fondée sur des usages variés du numérique susceptibles de limiter les facteurs de risques psychosociaux des étudiants. Notre analyse mobilise deux modèles conceptuels complémentaires : le premier est la théorie unifiée de l’acceptation et de l’utilisation du numérique (Venkatesh, Thong et Xu, 2012) et le second, le modèle des phases de préoccupation de Bareil (2004, 2009). Nous avons récolté des données mixtes dans une perspective à la fois compréhensive et explicative des variables agissantes sur ce processus de changement et l’acceptabilité du numérique. L’originalité de nos résultats est d’éclairer ce processus à partir d’une approche orientée « activité du sujet et acceptabilité des usages ». Nous concluons sur le rôle des ingénieurs pédagogiques dans le soutien des équipes de professionnels de la santé vers l’innovation et le développement de leurs compétences en enseignement universitaire, en nous appuyant sur les travaux de la recherche en éducation et en formation.

the article presents an analysis of an extract from a Collective Philosophical Inquiry. Through this case study, we show the possible misunderstandings linked to the duality of two « worlds »: that of the teacher who experiments with CPI in her classroom and that of the researcher who is responsible for the design of this type of session. The « world » is defined as « conceptual, axiological and praxical background ». The confrontation between these worlds therefore questions both the modalities of their necessary collaboration and the conditions of the construction and use of a true « professional genesis. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic is a public health emergency. While most studies document the deleterious effects of confinement in terms of learning (increasing inequalities, dropping out, etc.), our research aims instead to highlight the beneficial effects. Conducted at the apex of the pandelic between March andjune 2020, during the first confinement in France, the study aims to investigate how the rupture produced by the brutal transformation of the teaching context was able to provide experience for learners by interpreting the facts through the prism of the constraint-initiative dialectic. In keeping with Canguilhem's anthropological point of view on human activity, the subject of the experiment is viewed according to an ergological approach (Schwartz, 2000) as a "body-self", a concept of the unity of the person living in the world and knowing through his whole being. The study mobilizes a group of eight students in their second year of an undergraduate course in Sciences of Education and Formation. The research protocol consists of two focus groups and an intermediate individual interview per student. The results document how students enter the field of constraints and take back the initiative on three levels: their relationship with teachers, their relationship with the peer group and their relationship with knowledge. Finally, we show how students experience autonomy, away from their usual benchmarks guided by teachers who are usually perceived as regulators and controllers. [ABSTRACT FROM AUTHOR]

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Addressed to Philosophy teachers, this text sums up the contributions offered by a university training aimed at filling the blanks on what is known about work. By revisiting concepts such as subject, values, health and norms... it is defended that all work, and even all human endeavor, is always, to different extents, one's use of self and use of self by others. This may provide a generic work definition. However, it is noticed that knowledge "by others" rules the work activities in detriment to the knowledge at the core of "one's use of self". This would introduce an historical version of work, presenting it as a constraint, as it is characterized in social categories where inequalities stand out. The origin of this historical perspective is then questioned, suggesting that such drift from work is undoubtedly central to the anemia of current democracy. [ABSTRACT FROM AUTHOR]

This text offers a historical commentary on Leontiev's famous example of primitive hunting. After briefly outlining the main stages in Leontiev's career, we will present the main characteristics of the concept of activity as introduced by Leontiev in the primitive hunting example. Finally, we'll show that, in introducing the concept of activity into psychology, Leontiev broke with the work previously carried out in Moscow with Vygotsky, while at the same time following in Vygotsky's cultural-historical footsteps. [ABSTRACT FROM AUTHOR]

teachers usually consider their work as the opportunity to transmit knowledge. A recent research conducted with secondary education teachers, before they start teaching and after a teaching experience, shows an evolution where the necessity of maintaining some fulfilling teacher-pupil relationships surfaces, in which feelings of mutual trust would be key. In addition, pedagogical methods are undergoing a tremendous change in which digital technologies play a key role. This research investigates the possibility of assessing teaching satisfaction today in view of the teachers' professional development who face unpredicted socio-educational issues when they enter the career. Therefore, the manner the professional identity is submitted to a subjectivation process depends on the sense granted to the teaching activity, based upon its usefulness. In that way, teaching could be related to a feeling of happiness. [ABSTRACT FROM AUTHOR]

En 1961, un article de Souriau relevant une difficulté signalée en 1953 par Dufrenne porte sur la juste part à accorder à la contemplation dans la relation à l’art. La zone d’ombre concernant la relation humaine et intellectuelle entre les deux hommes fera l’objet d’un premier examen. L’hypothèse souralienne d’une transmutation de conceptions théologiques dans le domaine de l’art sera ensuite examinée par rapport à Dufrenne sans évacuer la question de sa pertinence par rapport aux études phénoménologiques ultérieures. La question de la relation à l’art, telle que Souriau l’envisage ressurgira dans sa pleine actualité jusque dans le face à face avec les œuvres.

The article is a theoretical contribution to the purpose and activity of a collective. Drawing inspiration from research in the field of work analysis, our objective is to examine the collective, its emergence and its organization whose reality and actors' experiences still need to be grasped if we are to enhance theoretical and methodological progress. Empirical illustrations inform two questions: "Which collective(s) are we talking about?" and "How can we capture collective activity?" Referring to the cultural historical approach based on the development of activity (Vygotsky, 1997), the two studies apprehend the collective in different work contexts: a collective of persons designing a digital training platform on the one hand, and a group of trainers training novice teachers on the other. The results make it possible to consider the collective as an emergent, fragile and uncertain entity, based on a specific intention in which every constituent person takes part, and which is organized around the processes of affiliation and contractual grouping. [ABSTRACT FROM AUTHOR]

The objective of this article is to question the ergonomics on the basis of Roberto Novaes’ documentary-intervention, "Mulheres das águas" (women of the waters), which describes and comments on the activities of the fisherwomen in the mangroves of the North-East of Brazil. Their way of life, their work and the survival of their families are threatened by pollution from large industries and by tourism which damages the ecosystem. The documentary highlights the commitment and resistance of these women in their quest to preserve fishing grounds, maintain and expand their social rights, and improve their working and health conditions. We explore questions raised by the documentary that challenge contemporary ergonomics and appeal to: the category of analysis of intersectionality, the notion of extended harmfulness, the tradition of Freire’s education, and the approach of the territory as being acted in work activity. [ABSTRACT FROM AUTHOR]

New risks are emerging from global changes – climatic, technological and societal – which imply taking into account multiple spatial and temporal scales and a diversity of actors. To cope with them, it is necessary to develop citizen participation, to strengthen the territorial dimension and to take into account the vulnerability of individuals. This text aims to understand the impacts of climate change on the concepts and intervention methods in activity-centered ergonomics. Connections should be made with two disciplines : environmental and political sciences. Two cases will illustrate the evolution of the activity analysis model : that of women mountain guides and that of actors in the risk management of permafrost degradation. Climate change calls for ergonomics to take greater account of the social dimensions and networks of actors in its models. [ABSTRACT FROM AUTHOR]

Celebrating the 100-anniversary of the birth of Paulo Freire (1921-1997) and his fifty years of political-educational work (1947-1997), we present this paper aiming at contributing to consolidate the appropriation of Freire's theory and epistemology by those who are interested in understanding-transforming the real work situations, emphasizing the Activity's point of view. We bring to this dialogue (central concept for us) the concepts of Ergology, Activity Ergonomics, Work Psychodynamic, Activity Clinic and Italian Model of Worker's Struggle for Health (MOI, in Portuguese), which share a common horizon of analyses and paths. Dialogy, awareness and lovingness are hereby explored as strong ideas to understand-transform both work and life. [ABSTRACT FROM AUTHOR]

Copyright of Population & Sociétés is the property of Institut National d'Etudes Demographiques and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Les transformations perceptives sont à la fois des produits de l’interaction et des outils pour l’interaction. Les changements de perceptions et des cadres perceptifs contribuent à la construction de nouveaux possibles d’activités. Les acteurs disposent de nouveaux canevas prêts à agir dans leur environnement « ici et maintenant » mais également pour « demain et ailleurs » Engagés dans des situations de crise, d’incertitude, les transformations perceptives se mobilisent. Notre étude « se préparer à une action de négociation collective » éclaire la façon dont les acteurs se construisent afin d’anticiper la pression inhérente à la singularité de cette situation. Une approche anthropologique des activités permet l’analyse de l’interaction des acteurs présents. Emergent des « mouvements conversationnels » mettant en lumière le processus de transformations des activités et de transformations des acteurs en activité. Les ruptures, les articulations et les continuums sont repérés. Les résultats manifestent une catégorisation des activités de transformation.

In an engineering French school, in view of the opening of a new method of training students named « Work-based training », the two authors of the article proposed an Intervention Research with teachers-researchers at this school. The aim was twofold: to accompany them in the implementation of a pedagogy of alternation; to put collectively under observation this period of change and its potential effects on their own teaching activity. Conceived as an observatory of the activity of teacher-researchers and the conditions of its development, the device was deployed with five volunteer teacher-researchers. It was initiated by five training sessions and semi-structured interviews carried out six months after the opening of apprenticeship training. Inscribed in a professional didactic approach, the article reports on the analysis of the activity of these teacher-researchers produced from the proposed training situations and the interviews conducted. While the training undertaken allows for initial re-conceptualizations of the action, it faces some obstacles. It cannot remove certain obstacles linked on the one hand, to "representations taken as true" linked to the profession and role of the teacher-researcher, to the nature of the knowledge to be transmitted, for example; on the other hand, certain limits to action linked to the work environment: organisational, institutional and statutory logic.

Injuries resulting from a collision, a slip, a jam or any other accidental disturbance of voluntary movement represent more than 200,000 occupational accidents (OA) with days lost each year. This article is based on the combination of knowledge relating to occupational risk of accident with movement disturbance (AMD), movement in the activity and operational regulations with a view to understanding both the performance and the failure of movement control in the activity. Movement, inseparable from the activity of which it is a part, emerges from interactions in the occupational situation, just like activity. Its control simultaneously and inseparably targets the performance of the task and the avoidance of accidental movement disturbances. First of all the risk of AMD is characterized; the control of movement in the activity is then presented. The diversity of risk situations and its effect on prevention are then discussed, as are the variabilities in work situations, variabilities to which the regulations respond and from which the AMDs emerge. Time management in relation to the AMD risk is then illustrated using accident analyses. Finally, a framework focusing on the activity is proposed for analyzing movement in the activity in both usual and accidental situations. [ABSTRACT FROM AUTHOR]

En 1961, un article de Souriau relevant une difficulté signalée en 1953 par Dufrenne porte sur la juste part à accorder à la contemplation dans la relation à l'art. La zone d'ombre concernant la relation humaine et intellectuelle entre les deux hommes fera l'objet d'un premier examen. L'hypothèse souralienne d'une transmutation de conceptions théologiques dans le domaine de l'art sera ensuite examinée par rapport à Dufrenne sans évacuer la question de sa pertinence par rapport aux études phénoménologiques ultérieures. La question de la relation à l'art, telle que Souriau l'envisage ressurgira dans sa pleine actualité jusque dans le face à face avec les oeuvres. [ABSTRACT FROM AUTHOR]

Based on the human-horse work collectives competing at high level in the discipline of eventing, the aim is to show how horses acquire a second nature through work. To this end, a survey was conducted with eight high-level riders. Initially, semi-directive interviews were held and then three riders were followed during the French Eventing Championships and the World Championships for seven-year-old horses. The results show the complexity and richness of the working relationship between humans and horses. It appears to be an ambivalent, unequal relationship where the human is committed to highlighting the physical and mental qualities of the equine athlete who becomes an extraordinary individual. [ABSTRACT FROM AUTHOR]

L'activité professionnelle développée dans le travail de l'enseignant ne peut être considérée hermétiquement comme un ensemble de tâches spécialisées requises par un établissement scolaire. D'autre part, lorsque nous observons l'activité de l'enseignant, du point de vue cognitiviste, un large répertoire de connaissances est élaboré et incorporé face aux problèmes complexe inhérents à l'exercice de l'activité. Ainsi, comme objectif principaux du travail, d’un point de vue élaboré par la Didactique Professionnelle, nous présentons quelques éléments qui nous permettent de comprendre l’activité et l’apprentissage du professeur de mathématiques face à la résolution de tâches professionnelles. Ainsi, la notion de situation de travail conduit à une polarisation des activités de modélisation visant à enseigner les mathématiques et à identifier certaines entités théoriques, dont la nature cognitive révèle une compréhension du fonctionnement de l'action de l'enseignant, qu'il s'agisse d'un enseignant débutant en mathématiques ou expérimenté.

In what way are chatbots new resources for humans? What are the conditions for their successful implementation? How do chatbots transform human activity? To answer these questions, this paper investigates how four chatbots were implemented and utilized in a professional context based on real user activity. We first show that the current design approach does not take sufficient account of the real activity and its multiple determinants, or of the users' point of view on their activity. Yet these interactive devices participate in a pre-existing socio-technical system made up of a diversity of subjects engaged in activities with multiple purposes. Through the prism of instrumental geneses, we therefore propose to identify how these chatbots can help or hinder human activity, so as to document, for design purposes, the conditions leading to the emergence of chatbot uses. After a synthetic presentation of the empirical results, we discuss the relevance of the instrumental approach when characterizing the contributions and limitations of chatbots. Finally, we argue that a design perspective supporting the postulate of human-machine asymmetry is prolific in supporting a design approach that is more focused on human power to act than on innovation. [ABSTRACT FROM AUTHOR]

Les psychologues sont les acteurs les plus consultés, avec les psychiatres, pour un problème de santé mentale, après les médecins généralistes (MG). Ils sont les acteurs privilégiés par les patients pour une psychothérapie. Les données publiées sur leur activité sont rares. Décrire l'activité des psychologues libéraux (démographie, environnement professionnel, modalités d'exercice, outils psychothérapeutiques utilisés, motifs de recours des patients/sujets, interactions). Un questionnaire auto-administré a été adressé par voie postale aux 1 128 psychologues libéraux de la région Midi-Pyrénées en 2017. Parmi les 434 répondants, les psychologues utilisaient en moyenne entre trois et quatre outils. Leur approche principale était : thérapies d'orientation analytiques pour 42,2 % des psychologues, thérapies cognitivo-comportementales (16,8 %), thérapies humanistes (10,1 %), thérapies intégratives (9,7 %), EMDR (6,7 %), thérapies systémiques (4,6 %), hypnose (2,3 %). Les psychologues recevaient en moyenne 17 patients par semaine ; le tarif moyen affiché était de 44 euros. Les troubles anxiodépressifs et leur retentissement social et professionnel étaient les principaux motifs de recours. Six patients sur dix venaient d'eux-mêmes chez les psychologues. Notre effectif représentait un large échantillon socio-démographiquement représentatif, malgré un possible biais de sélection et une probable influence sur les réponses de l'ancrage régional universitaire de l'approche psychanalytique. Les psychologues constituent une ressource accessible d'acteurs en santé mentale, malgré la diversité de leurs formations et de leurs pratiques, et pourraient contribuer à un meilleur accès aux psychothérapies, dans l'intérêt des patients et pour une meilleure prise en charge interprofessionnelle coordonnée en santé mentale. Despite their wide differences in practices, psychologists are among the qualified professionals able to provide psychotherapy in primary care. Along with psychiatrists, they are (after GPs) the professionals most consulted for psychological disorders, and their demographics mean they are readily accessible. They are the first actors that patients would choose to see for psychotherapy in France. Patients consider that psychologists have more time than their GP and are better trained to handle their psychological problems. While the French National Authority for Health has just issued inventory and recommendations to improve coordination between the various care providers in the management of adult patients with mental disorders, published data on the activity of psychologists in France remain scarce. To describe the professional activity of private psychologists in the Midi-Pyrénées region of southwest France (demography, work-related information, professional environment, number of patients, fees, psychotherapeutic tools used and practice specificities, patients' referrals and reasons for consultations, interactions with GPs). This was a cross-sectional descriptive study. A self-administered questionnaire, based on relevant elements from a narrative review of the literature, was sent by post in February 2017 to all 1128 private psychologists of the Midi-Pyrénées region of southwest France. Questionnaire replies were collected by post between February and April, 2017, anonymously. A descriptive analysis was carried out. The response rate was 38% (n = 434 out of 1128). Among the 434 respondents, psychologists used on average between 3 and 4 psychotherapeutic tools, among which their main approach was: psychoanalysis and psychodynamic therapies for 42.2% of psychologists, cognitive-behavioural therapies (16.8%), humanist therapies (10.1%), integrative or holistic therapies (9.7%), EMDR (6.7%), systemic therapies (4.6%), hypnosis (2.3%), other (7.6%). Psychologists received an average of 17 patients per week and the average fee for a session was 44 (± 8) euros; 67% (n = 289) of the psychologists provided care for children, 71% (n = 309) for adolescents, 38% (n = 163) for couples, and 23% (n = 99) for groups. The most frequent reasons for a consultation with a psychologist were depression, anxiety or stress disorders, and their social and professional impacts. 62% (n = 267) of psychologists were in a group setting in at least one of their practice; 18% (n = 80) worked in group practice with one or more physicians. Psychologists reported poor professional interactions/communication and exchange of information with GPs. Out of 10 new patients, 2 were referred by a GP, 2 by another health care professional, and 6 came of their own initiative. Our study sample was comparable to the reference population of psychologists of the same region regarding sex (P = 0.61), age group (P = 0.39) and type of activity (P = 0.07). A large sociodemographically representative sample of 434 psychologists is the main strength of this study; limitations are a possible selection bias and a probable influence on the responses of the university's regional anchoring of the psychoanalytical approach. We did not find any publication describing the modalities of the psychologists' professional activities. Psychologists are a large and accessible resource of mental health professionals, despite the diversity of their training and practices; they could provide better access to and use of psychotherapy for the benefit of patients, and better collaborative practice in mental health care. This reflection and the framework of a collaboration to be defined are particularly justified in the context of current medical demographics, the appetite for pluriprofessional work, and the experiments and research work abroad that encourage these proposals. [ABSTRACT FROM AUTHOR]

Cette contribution documente le développement de la résilience d’enseignant·e·s romand·e·s dans une optique de prévention du burnout. La mise en œuvre d’une multi-méthode alliant analyse narrative et analyse de l’activité dégage une vision heuristique du phénomène. Elle permet de documenter la nature processuelle de la résilience et relève des stratégies de résilience, des facteurs protecteurs et des différences liées à l’ancienneté des sujets. Les résultats font également état du caractère structurant et porteur d’apprentissage de moments d’autoévaluation/réflexion. Ces éléments ouvrent des perspectives pour la formation et l’accompagnement des enseignant·e·s.

The current study aims to evaluate the toxicity and the pharmacological activities of a spontaneous, medicinal and aromatic plant of the North-east of Algeria. Calendula suffruticosa subsp. suffruticosa Vahl. (Asteraceae) is widely used in traditional medicine to treat various diseases including inflammation, duodenal ulcers, burns and skin diseases. The anti-inflammatory activity of the ethanolic extract was evaluated by the inflammatory edema test induced by carrageenan in mice. And the analgesic activity has been determined in a model of pain induced by acetic acid. The diclofenac and acetylsalicylic acid are used as reference drugs. The toxicological study of the ethanolic extract revealed that the LD50 of this extract is greater than 1,000 mg/kg of body weight. The ethanolic extract at the dose 200 and 400 mg/kg administered orally and possesses a significant anti-inflammatory activity (test of Anova). The results of the analgesic activity also show the strong effect of the extract tested against chemical pain. This extract at a dose of 400 mg/kg, has analgesic activity greater to that of acetylsalicylic acid in the dose of 100 mg/kg, with a percentage inhibition of 81.13 ± 1.09%. These results confirm the anti-inflammatory and analgesic properties of Calendula suffruticosa subsp. suffruticosa Vahl., which are mainly due to the phytochemical composition of the extract studied. [ABSTRACT FROM AUTHOR]

Teachers frequently put their students to work in group situations. This is a cooperative practice that seeks to initiate learning through the confrontation of ideas, in the form of socio-cognitive conflicts. These disagreements are hoped for, because they lead to constructive doubts which will then facilitate our relationship with knowledge. This research focuses on the activity of high school students from different disciplines who were instructed to study a problem situation in small groups. The analysis of video verbatims shows different realities each time. The groups rarely guided the students to question themselves and several avoidance strategies were identified. These identifications reveal a series of new hypotheses for the organization of group work that leads students to master goals and accept doubts. [ABSTRACT FROM AUTHOR]

Copyright of Swiss Journal of Educational Research / Schweizerische Zeitschrift für Bildungswissenschaften is the property of University Library of Bern and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Work is often studied according to macro-categories (institutions, interactions, processes, etc.). As a complement to such approaches, this article discusses the interest of also observing the details, the micro-processes of the activity, often neglected because considered minor. It shows that the micrological analysis of work contributes to the production of knowledge on the activity, by proposing an intelligibility, but also brings praxeological perspectives, by allowing the accompaniment and the follow-up of the processes of professionalization in many trades. As an example, a study on the activity of psychomotricians is an opportunity to highlight the way in which the identification of micro-gestures of adjustment during a session of care of a patient-child makes it possible to better identify what constitutes the professional action in its central dimensions, while supporting the actions of reengineering of the training in progress in this profession. This contribution thus takes up a question that is both classic and still current in SHS, which is that of the conditions according to which a micro-type analysis of human activities makes it possible to document or support professionalization dynamics on a larger scale. [ABSTRACT FROM AUTHOR]

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L'activité professionnelle développée dans le travail de l'enseignant ne peut être considérée hermétiquement comme un ensemble de tâches spécialisées requises par un établissement scolaire. D'autre part, lorsque nous observons l'activité de l'enseignant, du point de vue cognitiviste, un large répertoire de connaissances est élaboré et incorporé face aux problèmes complexe inhérents à l'exercice de l'activité. Ainsi, dans le présent travail, d’un point de vue élaboré par la Didactique Pro fessionnelle, nous présentons quelques éléments qui nous permettent de comprendre l’activité et l’apprentissage du professeur de mathématiques face à la résolution de tâches professionnelles. Ainsi, la notion de situation de travail conduit à une polarisation des activités de modélisation visant à enseigner les mathématiques et à identifier certaines entités théoriques, dont la nature cognitive révèle une compréhension du fonctionnement de l'action de l'enseignant, qu'il s'agisse d'un enseignant débutant en mathématiques ou expérimenté.

La pandémie liée à la Covid-19 a brutalement bouleversé le fonctionnement des hôpitaux, en particulier les activités des services cliniques et des laboratoires de biologie, notamment de virologie. Cette pandémie a eu aussi une répercussion soudaine sur la prise en charge des échantillons tissulaires et cellulaires par les laboratoires de pathologie. Les conséquences ont été l'optimisation de mesures sanitaires au sein de ces laboratoires, mais aussi selon les institutions, une forte diminution dans différents secteurs d'activité de la pathologie clinique et moléculaire. Ainsi, les pathologistes ont dû s'adapter très rapidement à de nouvelles contraintes sanitaires, et organiser les laboratoires selon des recommandations internationales, afin de maintenir l'offre de soins aux patients hospitalisés, en particulier ceux atteints d'un cancer. Cette revue aborde les principales conséquences de la pandémie liée à la Covid-19 au niveau des laboratoires de pathologie et les mesures prises par ces laboratoires pour assurer leur fonctionnement durant cette période. The Covid-19 pandemic dramatically disrupted the functionning and the organization of hospitals, notably the clinical departments and the biology laboratories. Moreover, this pandemic led to sudden impact in the management of tissue and cytological samples by pathology laboratories and biobanks. The consequences concerned the urgent mandatory setting up of sanitary measures adapted to these laboratories. Another consequence was to note a strong decrease of the different activities in pathology laboratories and biobanks. So, in this context, the health workers in pathology laboratories and biobanks had to organize their laboratories according to the international guidelines for sanitary measures, aiming to keep going to take care of clinical and molecular diagnoses too. This review adresses the main consequences induced by the Covid-19 pandemic in pathology laboratories and in biobanks and some of the different actions took by these laboratories in order to maintain their activity during this crisis period. [ABSTRACT FROM AUTHOR]

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As a contribution to reflections on the elaboration of an enactive ethnography, this article questions the place and role of standard ethnographic methods in the Course-of-Action Research Programme (CARP). It points out both the compatibilities and the theoretical differences between the ontology which presides over field surveys and that which underpins the research carried out within the CARP framework. Using illustrations drawn from empirical research, it attempts to specify the ways in which it appears possible to work on the basis of the construction and analysis of psycho-phenomenological and/or ethnographic data. Overall, this text aims at proposing means that have been developed, or are being developed, by researchers interested in ensuring the primacy of the activity. It argues that ideally these means consist of a dialectic between intrinsic and extrinsic data that are concerned with the intrinsic. INDEX [ABSTRACT FROM AUTHOR]

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