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The secular liberal state based on rationalised law postulatesthe possibility of separating politics from a so-called religious domain,with which it would break in every respect. While the liberal state mayregulate the external aspect of religion, it remains the case that the statecontinues to deal with sacred things, to name them, and even to maintainthem in various ways. In this sense, the sacred extends beyond the religiousas understood by the categories of state law. Moreover, the contemporaryliberal state makes itself sacred by various means. This is why it is on theverge of the sacred, whether it be the religious sacred that it imbues itselfwith, or a civic sacred that may predate the emergence of Christianity, themanifestations of which can be seen in the law itself, institutional rituals,the intangibility attributed to state borders, and even the institution ofpolitical representation, the 'totemic' significance of which has beenemphasised by sociology and legal theory.

Keywords: Secular state, État laïque, sacralization, sacralisation, politique, politics, frontiers, frontières, constitution, constitution, separation of the religious and politics, séparation du religieux et du politique, droit, law

The exercise of evaluative judgement in the context of an internship remains a challenge for student-teacher trainers (Tobola et Périsset, 2021). Although guidelines are provided to support their professional judgement, the large number of trainers involved in the evaluation of the student teacher’s competencies leads to disparities in understanding the expected progression during each internship (Gouin et al., 2023). This article aims to document the development of a common understanding of the levels of mastery expected per internship among student-teacher trainers through the co-construction of development indicators. To achieve this, the developmental dimension of the professional competency assessment concept (Legendre, 2007; Tardif, 2006, 2017, 2019) is used to inform the research. The research material comes from seven group meetings held as part of a qualitative collaborative research study (Bourassa et al., 2007, 2013; Chevalier et Buckles, 2013). The data was analyzed using a deliberative inductive approach, considering two ways to operationalize the developmental dimension of professional competency assessment (Bélair et Talbot, 2023; Monfette et Malo, 2023). The results present the process of co-construction of indicators that demonstrate the development of a common understanding of the levels of mastery expected for each internship among the trainers.

Keywords: Assessment, Évaluation, Compétences professionnelles, Professional competencies, Teaching internships, Stages en enseignement, Recherche collaborative, Collaborative research, Formation en enseignement, Teacher training

Healthcare inequalities among Australian Indigenous people are significantly influenced by sociocultural factors. Understanding these influences and potential solutions benefits from insights into behavioural factors in parallel with social and cultural perspectives of beliefs and attitudes. Deeper analysis of breast cancer among Indigenous women is required to better understand factors and solutions to close the inequality gap. A systematic and critical review of peer-reviewed literature was undertaken using the MEDLINE (Pubmed) electronic database. After inclusion and exclusion criteria were applied, and critical appraisal undertaken, 20 articles were identified that aligned with breast cancer incidence or survival among Indigenous Australians. The analysis revealed three central themes; pathological factors, cultural factors and social factors. Data linkage strategies reveals inequality in both incidence and 5-year survival for Indigenous breast cancer patients. Both sociocultural behaviours and sociocultural attitudes and beliefs about health, illness and healing contribute to inequality among Indigenous breast cancer patients. Poorer outcomes relate to Indigenous patients presenting with more advanced disease. Cultural and socioeconomic behaviours, attitudes and beliefs are significant barriers that create disparities between Indigenous and non-Indigenous women’s access to and engagement with breast cancer services.

Keywords: Indigenous Australian, breast cancer, survival, incidence, inequality

Marked by decades of conflict, peace remains fragile in the Democratic Republic of the Congo, particularly in the eastern Kivu provinces. Since schools constitute an appropriate environment to transform the persistent culture of violence, this article examines the attitudes of 1 642 secondary school teachers in Goma and Bukavu toward peace education. Regarding Civic and Moral Education (indirect peace education), teachers are optimistic, though the curriculum presents peace in an abstract manner. The acceptance of corporal punishment also remains concerning. Direct peace education addressing recent conflicts is more divisive: While most support it, teachers in Goma show reluctance because of persisting insecurity. When to introduce direct peace education, if ever, then becomes a central question.

Keywords: Peace culture, Culture de la paix, Peace education, Éducation à la paix, post-conflit, post conflict, Réconciliation, reconciliation, DR Congo, RD Congo, Kivu, Kivu

A learner-centred approach involving active teaching methods seems to be encouraged in higher education to respond to the changing context. However, no quantitative study has been carried out to understand the factors determining varied and active teaching practices among professors, which this article proposes to do. Descriptive statistical analyses and a logistic regression were performed using data collected from 2968 Canadian university professors. It seems that professors who use a more varied pedagogy have had training in pedagogy, prefer teaching, work more hours per week, carry out formal self-evaluations of their teaching, or practice in the fields of natural sciences and health.

Keywords: university pedagogy, pédagogie universitaire, enseignement universitaire, higher education, teaching task, tâche professorale, innovation pédagogique, pedagogical innovation, varied practices, pratiques variées

This article aims to explore language development abilities by comparing a personal narrative with a sample of 25 utterances extracted from a a conversation during symbolic play. From the 28 French-speaking unilingual children assessed at age 3, 19 were also assessed at age 4. Mean length of the utterance and lexical diversity of the language samples were calculated and the personal narrative structure was identified. The results show an impact of discourse on the sample’s characteristics. Statement mean length is statistically higher in narration at age 3 only. Despite the high variability of the narrative structure’s evolution, the use of personal narrative to assess language from age 3 is conceivable.

Keywords: développement, discourse, assessment, langage, mean length of utterances, évaluation, lexical diversity, longueur moyenne des énoncés, diversité lexicale, narrative, narration, preschool, préscolaire

Background/Purpose: Medical trainee harassment is a global issue that has led to a multitude of detrimental effects. An important area of consideration is whether harassment policies are clear and available to all medical trainees globally. We aimed to develop a standardized rubric for evaluating anti-harassment policies and assess policies across Canadian medical schools and top international universities to identify strengths and areas for improvement. Methods: We constructed a rubric by synthesizing criteria from established frameworks on harassment policy effectiveness, adapting key elements to assess clarity, accessibility, and comprehensiveness in medical school policies. On March 2023, we evaluated 58 harassment policies from 16 Canadian medical schools and 31 policies from eight of the top 10 Quacquarelli Symonds (QS)-ranked universities. Our rubric, developed from four key frameworks, scored policies across three themes: (1) Policy Foundation, (2) Complaint Procedures, and (3) Resolution and Implementation. Results: Canadian universities performed well in foundational policy areas (average score 83.00% on Theme 1) but showed meaningful gaps in Complaint Procedures (48.75%) and Resolution and Implementation (39.38%). Top international QS-ranked universities similarly scored low in these latter themes, though they performed better on formal complaint processes. Key areas needing improvement include informal complaint procedures and timelines for response in Canadian universities, and policy revision commitments in top QS-ranked universities. Conclusions: This study highlights the need for enhanced anti-harassment policies, particularly in complaint and resolution procedures. Our rubric provides a structured approach for policy evaluation, enabling Canadian and potentially international institutions to improve policy clarity, accessibility, and comprehensiveness, fostering safer training environments.

Vietnam is ranked at the advanced stages in the adoption and use of information and communication technologies (ICTs) in education, according to the criteria defined by UNESCO. However, most Vietnamese higher education institutions are limited to investing in technological equipment and materials to encourage individual initiatives in online teaching among lecturers, without having a comprehensive institutional policy for online training, including all the dimensions necessary for the systemic integration of ICTs. This prevents them from achieving a sufficient level of efficiency and overall coherence. This article is a study of models for the overall development of e-learning in higher education institutions, in particular that of the European Association of Distance Teaching Universities (EADTU), for building a benchmarking model for e-learning institutional policy under students’ perception. This model was subject to a survey involving 460 students from four Vietnamese higher education institutions, with the result of factor analysis validating an adapted version that fits to the local context.

Keywords: online training, formation en ligne, enseignement supérieur, higher education, Vietnam, Vietnam, perception des étudiants, students’ perception, évaluation comparative, benchmarking, Association européenne des universités d’enseignement à distance, European Association of Distance Teaching Universities

In recent years, there has been a narrowing of freedom of expression in Western societies as a result of health measures and benevolent discourses by universities. In this context, the cardinal values of social work are challenged: congruence, authenticity and reflection on the plurality of views of critical thinking. Three postures emerge within the faculty: 1) a total adherence to the unique thought by wearing the mask of authenticity and that of critical thinking; 2) an attitude assumed against the unique thought by teaching without masks the plurality of points of view and the authentic bond; 3) a posture oscillating between the first two. In conclusion, the author defends a work of reliance rooted in introspection, reflection and critical thinking that promotes the maintenance of authentic and congruent links with the recipients of interventions.

Keywords: authenticité, authenticity, autenticidad, congruence, congruence, congruencia, relación de ayuda, helping relationship, relation d’aide, pensamiento crítico, critical thinking, pensée critique, social work, travail social, trabajo social