<p>This is a study witch examines the national minorities relations to authorities and DO’s report of discrimination within the educational establishment. The purpose of this essay is to illustrate and highlight the national minorities’ thoughts according to DO’s report, and approach the problem with the minorities trust for authorities. In this essay I present recommendations and proposals on how these authorities should work to approach the trust issue, according to my knowledge on the subject. The theories which are applied on the empiric material are based on Niklas Luhmanns theories and also of Kieran O’Hara’s thoughts of trust as a facilitator and as an enabler to achieve goals and maintain a nourishing collaboration. This is a qualitative exploratory study which is based on interviews with central organisations within the national minorities. To sum up the result of this study, the empiric material shows a very positive attitude towards DO:s report, but there is also a general distrust amongst the national minorities against these authorities. To address the issue of distrust against them, the authorities should establish improvements. Such as social representation, intimate knowledge of both parties, take action to reach out and nurture the relations that are essential for the minorities in order to trust and cooperate with the authorities. Only then can they obtain the achievements according to the complexity of these problems.</p>

This is a study witch examines the national minorities relations to authorities and DO’s report of discrimination within the educational establishment. The purpose of this essay is to illustrate and highlight the national minorities’ thoughts according to DO’s report, and approach the problem with the minorities trust for authorities. In this essay I present recommendations and proposals on how these authorities should work to approach the trust issue, according to my knowledge on the subject. The theories which are applied on the empiric material are based on Niklas Luhmanns theories and also of Kieran O’Hara’s thoughts of trust as a facilitator and as an enabler to achieve goals and maintain a nourishing collaboration. This is a qualitative exploratory study which is based on interviews with central organisations within the national minorities. To sum up the result of this study, the empiric material shows a very positive attitude towards DO:s report, but there is also a general distrust amongst the national minorities against these authorities. To address the issue of distrust against them, the authorities should establish improvements. Such as social representation, intimate knowledge of both parties, take action to reach out and nurture the relations that are essential for the minorities in order to trust and cooperate with the authorities. Only then can they obtain the achievements according to the complexity of these problems.

Die Gründung der damaligen Technischen Bildungsanstalt im Jahr 1828 war zugleich die Geburtstunde der späteren Universitätsbibliothek. ...

Die Gründung der damaligen Technischen Bildungsanstalt im Jahr 1828 war zugleich die Geburtstunde der späteren Universitätsbibliothek. ...

On aurait pu s'attendre à ce que la politique de subvention préférentielle (SEP), de 2008, contribue à l'égalité de chances des « élèves prioritaires ». Cependant, ces principes politiques se sont heurtés à plusieurs obstacles de l'ordre idéologique, pragmatique et structurel. La continuité des pratiques sélectives dans le secteur privé subventionné a été expliquée, par le faible pouvoir coercitif de la loi ou par les logiques de ce secteur d'enseignement. Mais, derrière cette assertion que se passe-t-il réellement ? Dans un monde à multiples références à quelles logiques répondent les établissements ? À la différence des travaux normatifs déjà produits sur cette question, cette thèse propose d'interroger la réalité de certains de ces établissements, explorant comment la politique a été traduite, arrangée et accommodée à partir des justifications et des pratiques des acteurs. Cette approche invite à repenser l'intention volontariste que sous-entend la recherche sur les politiques éducatives. Celle-ci n'a que peu conceptualisé le pouvoir de négociation de l'établissement scolaire face à l'action publique. Nous avons réalisé une analyse descriptive des sept établissements privés subventionnés sous l'angle de leurs identités. Tenant compte de leurs logiques d'action, nous avons reconstitué les processus d'appropriation de la politique SEP que nous décrivons selon deux régimes d'action. Selon un « régime de justice », nous abordons les accords et désaccords construits localement, autour de la « priorité scolaire » ce qui montre dans certains cas, la tension entre identité organisationnelle et logiques de la politique, décelant une conception libérale du bien commun. Selon un « régime de justesse », nous décrivons les traductions de la politique en termes concrets, au travers de la description d'actions, qui par ailleurs, se révèlent moins focalisées sur les « élèves prioritaires » que sur l'unité établissement. Ces deux dimensions décèlent le processus de changement d'un système scolaire fragmenté qui s'apprête à implémenter une nouvelle réforme nationale d'inclusion sociale. / The preferential subsidy policy, as of 2008, was expected to contribute to equal opportunities for "priority students". however, these political principles have encountered several obstacles of the ideological, pragmatic and structural order. the continuity of the selective practices in the particular subsidized sector was explained by the little coercive effect of the law or of the logics in this educational sector. but behind this really happening statement? in a world with multiple references to what logics respond establishments? unlike normative works that have already studied this subject, our thesis proposes to interrogate the reality of certain establishments, exploring how politics has been translated, adapted and installed in the speeches and in the practices of the actors. this approach invites us to reconsider the voluntariness implied by research on education policy, which has little conceptualized the bargaining power of the school in the face of public action. A descriptive analysis of the seven subsidized private schools was carried out in terms of their identities. taking into account their logic of action, we have reconstructed the process of appropriation of sep policy that will be described according to two regimes of action. according to a "regime of justice" (or justification), agreements and disagreements built locally around the "take off priority" are discussed, which in some cases show the tension between the organization's identity and the logic of politics, showing a liberal conception of the common good. according to a "regime of fairness" (or routine) the translations of the policy are described in concrete terms, through the description of actions, which also seem to be less focused on "priority" students than on the establishment unit . these two dimensions show the process of change of a fragmented school system that is implementing a national reform of social inclusion.

Au fil des années, la modification de la Loi sur l'instruction publique (Loi 180) a fait naître plusieurs changements au sein des organisations scolaires francophones du Québec. Ces nombreux changements et l'adoption du projet de la Loi 124 ont contribué à la complexification de la tâche des directrices et des directeurs d'établissements scolaires, en obligeant ainsi ces derniers à être toujours prêts à rendre des comptes (reddition de comptes). L'objectif principal de cette recherche est d'analyser en quoi consiste l'épuisement professionnel des directions et des directions adjointes d'établissement des commissions scolaires francophones du Québec en identifiant les principaux facteurs qui s'y rapportent. Elle évalue empiriquement l'ampleur de la problématique de l'épuisement professionnel ainsi que les facteurs que les directions et les directions adjointes d'établissement, qui ont déjà vécu un épuisement professionnel et/ou un problème de santé relié au stress, perçoivent comme étant un risque pouvant mener à l'épuisement professionnel. Dans un deuxième temps, elle établi les principaux facteurs menant à l'épuisement professionnel, ses conditions d'apparition, les situations professionnelles favorisant son émergence, ainsi que ses manifestations. En fait, elle se veut un outil de référence en matière de prévention de l'épuisement professionnel chez les directions et les directions adjointes d'établissement, tant pour le Ministère de l'éducation, du Loisir et du Sport du Québec (MELS), la Fédération des commissions scolaires du Québec, les différentes associations de directions d'établissement du Québec et les différents acteurs des commissions scolaires et des établissements scolaires du Québec / With the passing of time, the modification of the public education law (Law 180) gave birth to many changes within the French speaking scholastic organization of Quebec. These numerous changes together with the adoption of Law 124 contributed to render extremely complex the responsibilities of the directors of educational establishments by demanding them to be always accessible to provide accountability. The main object of this research is, to analyse what consist the professional 'Burn Out' related to the directorate of French scholastical commissions in Quebec by identifying the principal reasons which applies. It appraises without any doubt the scope of the problem related to the professional 'Burn Out' together with the reasons that the joint/directorate of establishments who have coped with a stress related health problem, understanding the risks associated with the professional 'Burn Out'. Secondly, it establishes the main reasons leading to professional 'Burn Out' its emerging conditional appearance, the situations at the professional level favouring its emergence together with its manifestations. In fact, it could be used as a tool of reference in matters of prevention of 'Burn Out' within the professional establishment, directorate and associate directorate, as well as the Ministry of Education, Recreation and Sport (MELS). Federation of the educational commissions of Quebec, the various associations of educational establishments and the different performers within the education system in Quebec