CULTURAL AND SOCIOLOGICAL BARRIERS IN USING THE COLLECTIONS COMPETENCY FRAMEWORK

Dimension: px
Commencer à balayer dès la page:

Download "CULTURAL AND SOCIOLOGICAL BARRIERS IN USING THE COLLECTIONS COMPETENCY FRAMEWORK"

Transcription

1 EUCoCop Testig a Europea Copetecy Fraewor for VET i Coectios Maageet a Leoardo da Vici Trasfer of Iovatio fuded proect Proect Nuber UK/13/LLP-LdV/TOI-625 CULTURAL AND SOCIOLOGICAL BARRIERS IN USING THE COLLECTIONS COMPETENCY FRAMEWORK I. REPORT ON SURVEY METHODOLOGY AND INTERVIEWS WITH RBINS TECHNICAL STAFF OF THE COLLECTIONS SERVICE Date Deceber 11, 2014 Wor pacage WP4 Tas 4.1 Carry out staehoder aaysis for copetecy fraewor ad traiig + aayse socioogica ad cutura ipicatios of trasfer Parter NHM & RBINS Reporter Isabea Va de Vede 1

2 TABLE OF CONTENTS INTRODUCTION... 3 METHODOLOGY... 3 RESULTS... 6 CONCLUSION RECOMMENDATIONS FOR FUTURE INTERVIEWING AT THE EUCOLCOMP PARTNER INSTITUTIONS

3 INTRODUCTION The Coectios Copetecy Fraewor was deveoped for oe istitutio (NHM) i oe coutry (UK). Research is eeded to coect iforatio o istitutioa ad staff attitude, thoughts ad ideas about the use of the Coectios Copetecy Fraewor i other istitutios ad coutries. I order to assess cutura ad socioogica factors affectig the tae up of the Copetecy Fraewor a series of iterviews wi be hed at parter istitutios. The ethodoogy ad the ai toos for assesset ad testig were defied. The ai of the preset docuet is to report: - o the ethodoogy used to gather iforatio o staff view o the use of the Coectios Copetecy Fraewor, - o the iterviews hed with the techica staff of RBINS, which was chose as a test case, - ad to provide recoedatios for the forthcoig iterviews i the seected EUCoCop parter istitutios of the proect as outied i the descriptio of wor, ad this i order to aayse ad uderstad the cutura ad socioogica barriers i usig the Coectios Copetecy Fraewor by staehoders ad to iprove the Fraewor to becoe uiversa to be used i a other useus. METHODOLOGY A face-to-face eetig (May 2014), a Sype eetig (August 2014) were hed ad exchage by eaiig was doe to discuss ad defie the ethodoogy ad toos for evauatig the Coectios Copetecy Fraewor. It was decided to use a oie survey ad iterviews for aaysig ad evauatig the cutura ad socioogica ipicatios of the trasfer of the Copetecy Fraewor to other istitutios/coutries. It was aso decided that before doig the piot testig i the seected parter istitutios, RBINS woud act as a test case for testig the deveoped assesset toos ad worfow of the iterview. Frech or Dutch is the other togue of the RBINS staff. Hece, the Copetecy Fraewor ad the iterview ateria were trasated fro Egish ito Dutch ad Frech. Seior staff iterview was doe i Egish ad oderator was the EUCoCop proect aager (NHM); for techica staff the iterviews were hed i the other togue of the iterviewees ad ead by a RBINS staff eber fro the EUCoCop proect. DESIGN OF THE RBINS TEST CASE THE COMPETENCY FRAMEWORK The adapted Copetecy Fraewor, origiay i Egish, has bee trasated ito Frech ad Dutch ad was distributed i RBINS to the seior staff (coservators) ad techica staff 3

4 (curators) of the Coectios Service, ad to the Hua Resources service i the 3 aguages (Septeber October 2014). THE ONLINE SURVEY After the Copetecy Fraewor was distributed to the staff i RBINS, a questioaire to coect iforatio o staff view ad thoughts about the Copetecy Fraewor was put oie. The survey was distributed i Egish, Frech ad Dutch via Survey oey (October 2014). The survey cotaied 3 sectios (about your ob, the copetecies, about you) ad soe of the questios were for aagers oy. Questios ased were: Sectio A About your ob Approxiatey what percetage of your ob over 1 year is aocated to each of the areas isted beow? What are your ai speciaiss? How og have you bee doig this ob? Sectio B About the Copetecies For aagers ad techica staff: How we do these copetecies atch your ob? Pease give exapes of soe that do t reate ad soe that do? How woud you fee if you were expected to defie your ob usig such a fraewor or parts of it? How we do each of the words/phrases appy to copetecies? Copetecies are used every day i the NHM Lodo by coectio staff ad their aagers. Wi they wor i your istitutio/roe? If ot, pease suggest why ot. For aagers oy: How usefu woud these copetecies hep you aage ad deveop your staff? Pease te us two ways i which you ight use the copetecies as a aager. Sectio C About you What is your ae? What is your geder? What is your ob tite? What stage are you at i your career? What quaificatios have you got? Give a axiu of three exapes of obs that you did before this oe. Do you have ay other coets, questios, or cocers? The survey i Egish, Dutch ad Frech ca be foud i the aex of this report. 4

5 THE INTERVIEWS The iterviewees were recruited o a voutary basis. Audio recordig was used to record their iput. Aoyity of the iterviewees is respected. Iterviews were doe i Egish, Frech ad Dutch depedig o the audiece. Each iterview started with a brief itroductio to the Coectios Copetecy Fraewor ad its cotext (see ppt i aex of this report). The questios of the iterview were proected o a scree. The foowig iterviews were coducted at RBINS. - 1 focus group iterview with seior staff i Egish (4 peope - 3 hours icudig itroductio) 7 Noveber focus group iterview with techica staff i Dutch (2 peope 1 hour icudig itroductio) 25 Noveber focus group iterview with techica staff i Frech (4 peope 1 hour icudig itroductio) 2 Deceber idividua iterview with techica staff (1 hour icudig itroductio) 25 Noveber & 4 Deceber 2014 Tota uber of iterviewees ivoved: 12 (7 woe/5 e). Focus group iterview are differet fro the typica iterviews as havig ot the aterate questio-aswer sequece. I focus group iterviews iteractio is iportat to coect data that woud otherwise reai hidde. Iteractio is based o a series of discussio topics ad participats are ecouraged to ta to oe aother, exchage ad coet o oe aother s experieces ad poits of view. THE INTERVIEW QUESTIONS The iterview questios were desiged to gather iforatio o staff view o the Copetecy Fraewor ad to see if there are ay barriers i usig the fraewor. I additio soe bacgroud iforatio was gathered o the istitutio s attitude towards progressio, staff deveopet, ad persoa abitios. The questios ased i the iterview were: User s (RBINS) owedge of the bacgroud of the fraewor: what do they ow about the Copetecy Fraewor? What do you ow of the bacgroud of the Copetecy Fraewor? Why was the fraewor desiged ad what does it hope to achieve? User s (RBINS) attitude towards progressio, staff deveopet, persoa abitios: what is the situatio i RBINS? Does prootio atter? What ways ca you progress i your ob? 5

6 What do you thi shoud be the criteria for soeoe i RBINS to get prooted? User s (RBINS) expectatios of such a Copetecy Fraewor: what do you expect fro such a fraewor? For what part(s) of your wor do you expect to use the fraewor? Pease give exapes. Do you expect the fraewor wi ifuece the wor you do? Woud usig the fraewor chage your wor routie? Usage of fraewor: why woud RBINS use it or ot use it? Why woud you use the fraewor? Ca you give soe ideas of how it woud wor i RBINS? Why woud you ot use the fraewor? Ca you give soe ideas of why it ight ot wor i RBINS? Recoedatios/suggestios for the fraewor: how to iprove the fraewor? Is there aythig issig fro the fraewor? Do you have ay recoedatios to iprove the fraewor? What do you wat ideay the fraewor to oo ie? Your thoughts/opiio What are the ais of coectios care ad aageet? Are there ay boudaries betwee research ad coectios aageet? How iportat is coectios reated traiig? Sides of the questios i Egish, Frech ad Dutch, used i the iterview, ca be foud i the aex of this report. RESULTS The preset report deas with the resuts of the iterviews hed with the techica staff of RBINS. Reportig o the feedbac of the iterviews doe with the seior staff ad Hua Resources wi be give i separate reports. Aso the feedbac received fro the oie survey wi be reported separatey. DESIGN OF THE ONLINE SURVEY I order to get iforatio o staff view o the Copetecy Fraewor the Egish versio of the survey was first distributed to the seior staff of RBINS: https://www.surveyoey.co/s/survey_staff_view_copetecies However, difficuties were et as aagers had to fi out the survey usig the Copetecy Fraewor for aagig their staff ad as aager usig the Copetecy Fraewor for their ow persoa deveopet. Apparety this was eadig to difficuties i fiig out the 6

7 survey as oe got the ipressio fiig out the sae questios twice. Hece the questioaire was adapted ad apparety copetig the survey wet ore soothy: https://www.surveyoey.co/s/survey_copetecies_staff_view-en Aso a idicatio of the uber of survey questios was added i the survey itroductio. The survey was trasated i Dutch ad Frech to be distributed to the techica staff: https://.surveyoey.co/s/equete_eig_staf_copeteties https://fr.surveyoey.co/s/sodage_avis_persoe_copeteces Resuts of the oie survey wi be discussed i a separate report. THE INTERVIEWS The resuts preseted i this docuet are iterviewees opiio, thoughts, ad expectatios of the Coectios Copetecy Fraewor. Their feedbac wi be used to iprove the Copetecy Fraewor to becoe uiversa to be used i a other usea. The report suarises techica staff feedbac o the foowig issues: - their owedge about the Copetecy Fraewor; - their attitude towards prootio, persoa deveopet, abitios; - their expectatios of the Copetecy Fraewor; - usage of the Copetecy Fraewor; - recoedatios for iprovig the Copetecy Fraewor; - their opiio o research ad coectios aageet. For each questio topic a suary is give of the aswers coected. A feedbac has bee recorded ad detaied aswers are archived. User s (RBINS) owedge of the bacgroud of the fraewor: what do they ow about the Copetecy Fraewor. A iterviewees were ot aware of the NHM Coectios Copetecy Fraewor uti the Copetecy Fraewor was distributed i RBINS i view of the survey ad iterviews to be doe. They are aware of copetecies but this i reatio to deveopet circes used for the evauatio of staff perforace. User s (RBINS) attitude towards progressio, staff deveopet, persoa abitios: what is the situatio i RBINS? Does prootio atter? Various aswers were received. For soe of the peope prootio is iportat as they are doig aso tass that are oray doe by soeoe who has a higher eve. They are otivated to get prootio to a higher ra. Possibiity to evove ust exist. For others prootio is iportat but it is ot their obective. Ad soe fid prootio ot iportat. At RBINS the possibiity for prootio exists for those havig a peraet cotract ad it is orgaised by the goveret but the process taes a very og tie. What ways ca you progress i your ob? 7

8 Most iterviewees fid traiig a way to progress i their ob. They wat to broade their horizo by earig. Soe of the wat to do other tass they fid iterestig ad they are eager to foow traiig to have the ecessary owedge to perfor i that doai. A iority says that they caot progress i their ob. What do you thi shoud be the criteria for soeoe i RBINS to get prooted? Severa criteria were etioed such as: perso s owedge, the desire to evove, evauatio of the wor doe, doig tests, capabiity to decide o tas priority, otivatio of the perso, the desire to foow traiig, the wish to do ore tha ust the tass isted i the ob descriptio, eageress to have ore resposibiity, opeess to iteract with others. User s (RBINS) expectatios of such a Copetecy Fraewor: what do you expect fro such a fraewor? For what part(s) of your wor do you expect to use the fraewor? Pease give exapes. The foowig aswers were coected. The fraewor shows us a existig copetecies ad so we ca see if we coud acquire ew copetecies. With the fraewor we ca iprove. The fraewor is reay a ecopassig; I ca fid a the tass I a doig i this fraewor. The fraewor is a too to fid tass that we coud do i future ad that we were ot aware of. Do you expect the fraewor wi ifuece the wor you do? Soe of the iterviewees respoded that the fraewor woud ot ifuece their wor. Oe perso said that it wi ot ifuece the wor uess the fraewor is used by the aager to defie other tass tha those they are doig ow. Others say that it wi ifuece the wor they are doig because whe they wi have the opportuity to foow traiig to iprove their sis ad owedge ad they wi the have the ecessary copetecies to do better their ob. Woud usig the fraewor chage your wor routie? Soe of the iterviewees say that it wi ot chage their wor routie; others gave a positive repy as with the fraewor they wi discover other tass they were ot aware of. Usig the fraewor coud ope ew possibiities. Usage of fraewor: why woud RBINS use it or ot use it? Why woud you use the fraewor? Ca you give soe ideas of how it woud wor i RBINS? The foowig aswers were coected. The fraewor is a too that ca be used for prootio. It ca be used for sharig owedge. It coud be used to defie traiig but the istitute shoud have the ecessary budget for attedig the courses. It ca be used for persoa deveopet but aso for tea deveopet. The fraewor coud perfecty wor i our istitute despite the overap of copetecies defied i the eves A & B. The fraewor provides accurate iforatio o the ob you are doig. Why woud you ot use the fraewor? Ca you give soe ideas of why it ight ot wor i RBINS? 8

9 Most of the iterviewees wat to use the fraewor ad see o reaso for ot usig it. Perhaps ac of budget eeded for traiig opportuities coud be a probe. Recoedatios/ suggestios for the fraewor: how to iprove the fraewor? Is there aythig issig fro the fraewor? Most of the iterviewees are of the opiio that the fraewor is reay ecopassig a copetecies eeded for coectios care ad aageet. There was the rear that oe shoud first use the fraewor i order to be abe to te if aythig is issig. Aother coet was that perhaps soe of the tass defied i the owest eve are too abitious. Do you have ay recoedatios to iprove the fraewor? A geera rear that was give i a iterviews is that the eves ad reated tas does ot correspod with the situatio i the istitute, especiay for eve A ad B. I these eves copetecies do overap ad the separatio betwee the eves is ot very cear. What do you wat ideay the fraewor to oo ie? No specific coets were received. Your thoughts/opiio What are the ais of coectios care ad aageet? The coectios are part of our heritage. They are eeded for research, for exhibitios for the geera pubic, for educatio. They are the basis of Taxooy. Coectios are iportat because soe of the species i our coectios have becoe extict. We have to see that the coectios are stored i a good eviroet, that they are easiy accessibe ad arraged propery so that whe species are eed for research or other purposes they are easiy foud bac i the coectio ad i a good coditio. Are there ay boudaries betwee research ad coectios aageet? Depedig o the poicy of the departet soe of the coectios techica staff is doig research ad others do t. If soeoe is otivated to do research ad if their aager agrees they ca do research i their free tie but their core busiess shoud be coectios care. Most of the iterviewees are eager to do tass reated to idetificatio of species. Few of the iterviewees (2) are ivoved i research ad the other iterviewees, except 2, wat to broade their owedge ad are eager to becoe ivoved i research. They say this ca aso becoe part of their copetecies. How iportat is coectios reated traiig? A iterviewees fid traiig very iportat. They say that it is iportat to ow how you have to tae care of the coectios you are resposibe for ad if you do ot have these sis you eed to foow traiig. Traiig is iportat because it is for the wefare of the species ad idirecty for the researchers studyig the species. Traiig is iportat to iprove owedge ad to broade oe s horizo. They fid officia courses ore iportat tha e.g. i-house traiig as the courses are of a better quaity, you get to ow other peope, other visios, other useus. Foowig a course gives you ore credibiity, you get ore recogitio. The opportuity to foow a traiig shoud be give to a 9

10 techicias, there shoud be o distictio. Lac of budget coud be a obstace for ot beig abe to atted a traiig. CONCLUSION A iterviewees were very positive about the Coectios Copetecy Fraewor ad for the there are o barriers to use it. They see it as too to discover copetecies they were ot aware of, to broade their owedge ad sis, to defie traiig, to be used for persoa ad tea deveopet. A geera rear was that the eves, especiay A a B, ad reated tas i the fraewor do ot correspod with the situatio i the istitute. Furtherore, copetecy based traiig is very iportat to the. RECOMMENDATIONS FOR FUTURE INTERVIEWING AT THE EUCoCop PARTNER INSTITUTIONS Prerequisite before iterviewig - IMPORTANT: esure that a iterviewees have see the Copetecy Fraewor ad have goe through a copetecies before they participate Coductig the iterview - start with a brief itroductio: cotext of the iterview, bacgroud of the proect, how the Copetecy Fraewor ca be used (see aex of this report) - proect the iterview questios o a scree (see aex of this report) - arrage for soe coffee/tea for the iterviewees - provide persoa ae abes so that durig the iterview peope ow each other Duratio of the iterview - a iterview asts about 1 hour / 1 ½ hour icudig the itroductio Iterview questios - durig the iterview iterviewees are soeties providig iforatio that wi be ased i a ext questio. This caot be avoided but try to eep the discussio o trac. Recordig the iterview - idividua iterviews as we as focus group iterviews shoud be recorded (a sartphoe is very hady for this purpose) - before startig the iterview as peope if the iterview ca be recorded: expai to the peope why the iterview is beig recorded ad that cofidetiaity is assured - te the that aoyity of the participats wi be respected i the reportig - if ot recorded, iforatio wi be issed or ca be isiterpreted - If peope refuse to be recorded: do foresee soeoe to tae otes. Size ad copositio of the group 10

11 - tae a sa group of 4-6 peope - orgaize separate iterviews for seior staff ad for techica staff: whe the audiece is ixed techica staff (or seior staff) coud be hesitatig to give certai coets - do foresee ae tags so that peope becoe faiiar with each other (soeties they are fro differet departets ad do ot ow each other) Locatio - choose a ocatio where you have privacy so that other peope caot hear the iterview Laguage - for seior staff the iterview ca be doe i Egish but for techica staff the iterview is preferaby doe i their other togue Iterviewer (oderator) - i order ot to ipose oe's ow ifuece o the iterviewee choose a eutra perso as a oderator or soeoe fro outside the istitute for iterviewig seior staff ad for iterviewig techica staff it is best to choose soeoe ot ivoved i supervisig their wor or ot ivoved i the service - best is to do the iterview with two peope, oe oderator ad oe taig soe otes ANNEX - questios of the survey i Egish, Frech ad Dutch - itroductio to the iterview i Frech ad Dutch - questios of the iterview i Egish, Frech ad Dutch 11

12 EUCoCop - Survey staff view o Coectios Copetecy Fraewor EUCoCop Coectios Copetecies for Europe Thesurvey PeasecoudyouspedsoeofyourtietogiveusyourviewsadideasotheCoectiosCopetecy Fraewor(EuCoCop)whichwascircuatedtoyou.ThisiforatiowihepithedeveopetofaEuropea CopetecyFraeworforaturahistorycoectiosstaffadacurricuuoftraiigtoaddresstraiigeeds. Bacgroud Theproectiscaed TestigaEuropeaCopetecyFraeworforVocatioaEducatioadTraiigi CoectiosMaageet'(EUCoCop)adisfudedbytheLeoardodaViciTrasferofIovatioprograe. Theproecthastwoaiais:a)todeveopasetofuiversacopeteciesforcoectiosaageetiEurope b)todeveopacurricuuoftraiigopportuitiestoeabestafftodeveoptheircopetecy.theutiateaiisto raisethestadardsofaageetadcareofeuropeacoectiosadesuretheirogterpreservatioad accessibiity. Itwibeusefutohavethecopetecyfraeworathadwheyoufioutthesurvey. Surveyquestios: Aboutyourob:3questios Aboutthecopetecies: aager:7questios techicastaff:5questios Aboutyou:7questios We'appreciateyourfeedbac! TheEUCoCopTea Sectio A About your ob *1. Approxiatey what percetage of your ob over 1 year is aocated to each of the areas isted beow (you shoud be abe to get this fro your ob descriptio). Pease tic oe of the boxes for each. 0% 1 5% 6 25% 26 50% 51 75% % Maagigthecoectios,e.g.oas,visitoraccessetc. Techicasupportforcoectios,e.g.toppigupacohocoectios, Taxooicorhistoricaresearch Aswerigequiries Pubicactivities(exhibitios,schoogroupsetc) Digitisatio(desigadaageetetc) Digitisatio(scaig/dataetryetc) Peopeaageet Traiigothers outigpats,speciepreparatio Obectcoservatio,e.g.storageateria,eviroetaoitorig etc. Other(peasespecifyadidicate%) Page 1

13 EUCoCop - Survey staff view o Coectios Copetecy Fraewor - *2. What are your ai speciaiss? c Etooogy d e f g c OtherZooogy d e f g c BotayadMycoogy d e f g c Paaeotoogy d e f g c Mieraogy d e f g c Athropoogy d e f g c Geera(otspeciaised) d e f g c Other(peasespecify) d e f g *3. How og have you bee doig this ob? esstha2years 3to5years 6to10years Sectio B About the copetecies oretha10years Copeteciescabeusedbyidividuastaffeberstohepthewiththeirpersoadeveopet.But copeteciescaasobeusedbyaagerstoheptheaageaddeveoptheirteas.ofcourseaagersare asostaffadeedtheirowdeveopet.touderstadhowbothaagersadstaffightusethecopetecies weasyouitheextquestiotoidicatewhetheryoucopetethesurveyasaagersorastechicastaff. *4. Pease idicate whether you are copetig this survey as aager or as techica staff aager(coservator,headofsectio) techicastaff Maager *5. How we do these copetecies of the fraewor atch your ob? 0% % *6. Pease give exapes of soe copetecies that do t reate to your ob ad soe that do? 5 6 Page 2

14 EUCoCop - Survey staff view o Coectios Copetecy Fraewor - *7. How woud you fee if you were expected to defie your ob usig such a fraewor or parts of it? 5 6 *8. How we do each of the words/phrases appy to copetecies? otata veryitte soewhat uch veryuch Prootio Pay JobExpectatios Traiig(eitherexteraoritera)adpersoa Paig Jobobiity Recruitet Maageet Trasparecy/Copariso(e.g.howdoesyourob deveopet coparetoothersiyouristitutiooresewhere) CareerProgressio *9. How usefu woud these copetecies be for aagig ad deveopig your staff? otata veryitte soewhat quiteabit aot *10. Pease te us two ways i which you ight use the copetecies as a aager. 5 6 *11. Copetecies are used every day i the NHM Lodo by coectio staff ad their aagers. Wi they wor i your istitutio/roe. If ot, pease suggest why ot? 5 6 Techica staff Page 3

15 EUCoCop - Survey staff view o Coectios Copetecy Fraewor - *12. How we do these copetecies of the fraewor atch your ob? 0% % *13. Pease give exapes of soe copetecies that do t reate to your ob ad soe that do? 5 6 *14. How woud you fee if you were expected to defie your ob usig such a fraewor or parts of it? 5 6 *15. How we do each of the words/phrases appy to copetecies? otata veryitte soewhat uch veryuch Prootio Pay JobExpectatios Traiig(eitherexteraoritera)adpersoa Paig Jobobiity Recruitet Maageet Trasparecy/Copariso(e.g.howdoesyourob deveopet coparetoothersiyouristitutiooresewhere) CareerProgressio *16. Copetecies are used every day i the NHM Lodo by coectio staff ad their aagers. Wi they wor i your istitutio/roe. If ot, pease suggest why ot? 5 6 Sectio C About you Aoyity Itwoudbehepfuifyoucoudaswerasayquestiosaspossibebutseveraareoptioatoaetheresposes asaoyousaspossibe. 17. What is your ae? (optioa) Page 4

16 EUCoCop - Survey staff view o Coectios Copetecy Fraewor What is your geder? (optioa) M F 19. What is your ob tite? (optioa but woud be usefu) * 20. What stage are you at i your career? eary e.g oy recety started worig i coectios aageet/coservatio idde ore tha 3 years experiece / possiby soe aageet experiece higher ore tha 10 years experiece ad / or seior aager * 21. What quaificatios have you got e.g. Degree i Botay, PhD, Certificate i coservatio, Masters i Museu Studies, Bacheor i Educatio, etc. * Pease give a axiu of three exapes of obs that you did before this oe Do you have ay other coets, questios, or cocers? 5 6 This was the ast questio of the survey. You ca use the Prev butto to ae chages or otherwise hit the Doe butto to subit the survey. Tha you very uch for your cooperatio! Page 5

17 EUCoCop - Equête auprès du persoe au suet du cadre de EUCoCop Copéteces Coectios pour 'Europe Lesodage Pouvez vousouscosacrerupeudevotreteps?nousaieriosrecueiirvotreavisetvosidéessurecadrede copétecespouragestiodescoectios(eucocop)quivousaétédistribué.cesiforatiosviedrot assisteredéveoppeetd'ucadreeuropéedecopétecespourepersoeechargedescoectios d'histoireaturee,etd'uprograedeforatiopourrépodreauxbesoisdeforatio. Cotexte Ceproetapourtitre"TestigaEuropeaCopetecyFraeworforVocatioaEducatioadTraiigi CoectiosMaageet"(EUCoCop.SofiaceetestassurépareprograeLeoardodaViciTrasfert ofiovatio. Ceproetpoursuitdeuxobectifspricipaux:a)ettreaupoituesebedecopétecesuiverseespoura gestiodescoectioseeurope b)cocevoiruprograedeforatioprofessioeespourperettreau persoededéveoppersescopéteces.lebututieestderehausseresoresdegestioetcoservatio descoectioseuropéeesafid'assurereurcoservatioetaccessibiitéàogtere. Iserautied'avoirecadredecopétecessousaaiorsquevousrepissez'equête. Lesquestios: Aproposdevotreob:3questios Lescopéteces: aager:7questios persoetechique:5questios Aproposdevous:7questios Nousapprécierosvotrefeedbac! L'équipeEUCoCop Sectio A À propos de votre ob *1. Eviro que pourcetage de votre travai sur 1 a est dédié à ce qui suit (e descriptif de votre ob devrait vous 'idiquer) : Cochez ue des cases pour chacu des doaies. 0% 1 5% 6 25% 26 50% 51 75% % agestiodescoectios(parexepe:prêts,accèsdesvisiteurs...) essoistechiquesàapporterauxcoectios(parexepe:'aout acoservatiod'obets(etreposage,suivieviroeetaetc. arecherchetaxooiqueouhistorique esréposesauxdeadesd'iforatio esactivitéspubiques(expositios,visitesdegroupesscoairesetc.) auérisatio(coceptio,gestioetc.) auérisatio(scas,etréedesdoéesetc.) agestiodupersoe aforatiod'autrespersoes d'acoo,eotagedepates,apréparatiodespécies...) autre(veuiezpréciseretidiquere%) Page 1

18 EUCoCop - Equête auprès du persoe au suet du cadre de *2. Quees sot vos spéciaités pricipaes? c 'etooogie d e f g c uautredoaiedeazooogie d e f g c abotaiqueetaycoogie d e f g c apaéotoogie d e f g c aiéraogie d e f g c 'athropoogie d e f g c udoaiegééra(pasdespéciaité) d e f g c autre(veuiezpréciser) d e f g *3. Depuis cobie de teps occupez vous ce ob? Moisde2as 3à5as Sectio B Les copéteces 6à10as pusde10as Lescopétecespourrotêtreappiquéesparesebresdupersoeàtitreidividueafid'assistereur déveoppeetpersoe.maiseespourrotaussiêtreutiiséespareschefsdeservicepourieuxdirigeret forereuréquipe.leschefsdeservicefotbiesûrpartiedupersoeetdoiveteux êescosidérereur propredéveoppeet.pourieuxcopredrecoeteschefsdeserviceetepersoetechiquepourrot appiquercescopéteces,ovousdeadedasaquestiosuivated'idiquersivousrepissezcesodagee tatqueaageroupersoetechique. *4. Veuiez idiquer si vous repissez cette equête e tat que aager ou persoe techique. aager(coservateur,chefdeservice) persoetechique Maager *5. Das quee esure ces copéteces correspodet ees à votre ob? 0% % *6. Veuiez doer des exepes de copéteces qui correspodet et d'autres qui e correspodet pas à votre ob. 5 6 Page 2

19 EUCoCop - Equête auprès du persoe au suet du cadre de *7. Si 'o devait vous deader de défiir votre foctio sur a base d'u te cadre de copéteces ou d'ééets de ceui ci, coet vous setiriez vous? 5 6 *8. Das quee esure chacue de ces expressios est ee appicabe aux copéteces? pasdutout trèspeu upetitpeu beaucoup éoréot Prootio Saaire Attetesprofessioees Foratio(extereouitere)etdéveoppeet Paificatio Mobiitéprofessioee Recruteet Maageet Trasparece/Coparaiso(parexepe:coet persoe votreobsecopare t iauxautresobsdasvotre istitutioouaieurs?) Progressiodecarrière *9. Das quee esure ces copéteces vous aideraiet ees à gérer et déveopper votre persoe? pasdutout trèspeu upetitpeu beaucoup cosidérabeet *10. Veuiez décrire deux éthodes que vous utiiseriez évetueeet pour appiquer ces copéteces e quaité de aager. 5 6 *11. Le persoe affecté aux coectios du Natura History Museu de Lodres, aisi que ses chefs de service, fot appe chaque our à des copéteces. Cees ci serot ees appicabes à votre istitutio / rôe? Si a répose est o, quee e est a raiso (ou es raisos), seo vous? 5 6 Page 3

20 EUCoCop - Equête auprès du persoe au suet du cadre de Techica staff *12. Das quee esure ces copéteces correspodet ees à votre ob? 0% % *13. Veuiez doer des exepes de copéteces qui correspodet et d'autres qui e correspodet pas à votre ob. 5 6 *14. Si 'o devait vous deader de défiir votre foctio sur a base d'u te cadre de copéteces ou d'ééets de ceui ci, coet vous setiriez vous? 5 6 *15. Das quee esure chacue de ces expressios est ee appicabe aux copéteces? pasdutout trèspeu upetitpeu beaucoup éoréot Prootio Saaire Attetesprofessioees Foratio(extereouitere)etdéveoppeet Paificatio Mobiitéprofessioee Recruteet Maageet Trasparece/Coparaiso(parexepe:coet persoe votreobsecopare t iauxautresobsdasvotre istitutioouaieurs?) Progressiodecarrière *16. Le persoe affecté aux coectios du Natura History Museu de Lodres, aisi que ses chefs de service, fot appe chaque our à des copéteces. Cees ci serot ees appicabes à votre istitutio / rôe? Si a répose est o, quee e est a raiso (ou es raisos), seo vous? 5 6 Sectio C À propos de vous Aoyat Page 4

21 EUCoCop - Equête auprès du persoe au suet du cadre de I serait utie que vous répodiez à autat de questios que possibe ; cepedat certais d'etre ees sot facutatives afi de garatir que vos réposes resterot aussi aoyes que possibe. 17. Que est votre o? (facutatif) 18. Que est votre sexe? (facutatif) M F 19. Quee est votre titre d'epoi? (facutatif ais utie si idiqué) * 20. A que stade de votre carrière vous situez vous? iitia : par exepe, e vies de coecer à travaier das e secteur de a gestio / coservatio des coectios iterédiaire : pus de 3 as d'expériece, avec évetueeet ue expériece de aageet supérieur : pus de 10 as d'expériece et / ou seior aager * 21. Quees sot vos quaificatios? (Par exepe : ue icece de botaique, u doctorat, u certificat de coservatio, ue aîtrise e études des usées, ue icece d'eseigat...) * 22. Veuiez oter au axiu trois exepes de obs que vous avez occupés avat votre poste actue Souhaitez vous ous faire part de toutes autres rearques, questios ou préoccupatios? 5 6 Ce fut a derière questio de 'equête. Vous pouvez utiiser e bouto 'Préc' pour faire des chageets ou autreet frapper e bouto 'Terié' pour souettre vos réposes. Merci beaucoup pour votre participatio à otre equête! Page 5

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 2 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 1 (for C/C+ grade) Question 2 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

Application Form/ Formulaire de demande

Application Form/ Formulaire de demande Application Form/ Formulaire de demande Ecosystem Approaches to Health: Summer Workshop and Field school Approches écosystémiques de la santé: Atelier intensif et stage d été Please submit your application

Plus en détail

APPLICATION FORM / FORMULAIRE DE CANDIDATURE SUIVEZ STRICTEMENT LES INSTRUCTIONS SUIVANTES :

APPLICATION FORM / FORMULAIRE DE CANDIDATURE SUIVEZ STRICTEMENT LES INSTRUCTIONS SUIVANTES : APPLICATION FORM / FORMULAIRE DE CANDIDATURE SUIVEZ STRICTEMENT LES INSTRUCTIONS SUIVANTES : 1 Veuillez compléter ce formulaire en format Microsoft Word sur votre ordinateur et sauvegardez le fichier sous

Plus en détail

LA PERSONNE SPÉCIALE

LA PERSONNE SPÉCIALE LA PERSONNE SPÉCIALE These first questions give us some basic information about you. They set the stage and help us to begin to get to know you. 1. Comment tu t appelles? What is your name? Je m appelle

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 1 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

WEDNESDAY, 11 MAY 1.30 PM 2.30 PM. Date of birth Day Month Year Scottish candidate number

WEDNESDAY, 11 MAY 1.30 PM 2.30 PM. Date of birth Day Month Year Scottish candidate number FOR OFFICIAL USE C Total 000/403 NATIONAL QUALIFICATIONS 0 WEDNESDAY, MAY.30 PM.30 PM FRENCH STANDARD GRADE Credit Level Reading Fill in these boxes and read what is printed below. Full name of centre

Plus en détail

Hydro-Québec Distribution

Hydro-Québec Distribution Hydro-Québec Distribution 2004 Distribution Tariff Application Demande R-3541-2004 Request No. 1 Reference: HQD-5, Document 3, Page 6 Information Requests HQD says that it will be required to buy energy

Plus en détail

90558-CDT-06-L3French page 1 of 10. 90558: Listen to and understand complex spoken French in less familiar contexts

90558-CDT-06-L3French page 1 of 10. 90558: Listen to and understand complex spoken French in less familiar contexts 90558-CDT-06-L3French page 1 of 10 NCEA LEVEL 3: FRENCH CD TRANSCRIPT 2006 90558: Listen to and understand complex spoken French in less familiar contexts New Zealand Qualifications Authority: NCEA French

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 4 Subject: Topic: French Speaking In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

Florida International University. Department of Modern Languages. FRENCH I Summer A Term 2014 FRE 1130 - U01A

Florida International University. Department of Modern Languages. FRENCH I Summer A Term 2014 FRE 1130 - U01A Florida International University Department of Modern Languages FRENCH I Summer A Term 2014 FRE 1130 - U01A Class time: Monday, Tuesday, Wednesday, Thursday; 6:20 P.M. - 9:00 P.M. Instructors: Prof. Jean-Robert

Plus en détail

Stress and Difficulties at School / College

Stress and Difficulties at School / College Stress and Difficulties at School / College This article will deal with the pressures and problems that students face at school and college. It will also discuss the opposite - the positive aspects of

Plus en détail

IDENTITÉ DE L ÉTUDIANT / APPLICANT INFORMATION

IDENTITÉ DE L ÉTUDIANT / APPLICANT INFORMATION vice Direction des Partenariats Internationaux Pôle Mobilités Prrogrramme de bourrses Intterrnattiionalles en Mastterr (MIEM) Intterrnattiionall Mastterr Schollarrshiip Prrogrramme Sorrbonne Parriis Ciitté

Plus en détail

L intégration socioscolaire des jeunes Québécois d origine chinoise : le rôle des écoles ethniques complémentaires

L intégration socioscolaire des jeunes Québécois d origine chinoise : le rôle des écoles ethniques complémentaires L intégration socioscolaire des jeunes Québécois d origine chinoise : le rôle des écoles ethniques complémentaires Ming Sun Université de Montréal Haï Thach École Chinoise (Mandarin) de Montréal Introduction

Plus en détail

C est quoi, Facebook?

C est quoi, Facebook? C est quoi, Facebook? Si tu as plus de 13 ans, tu fais peut-être partie des 750 millions de personnes dans le monde qui ont un compte Facebook? Et si tu es plus jeune, tu as dû entendre parler autour de

Plus en détail

Please find attached a revised amendment letter, extending the contract until 31 st December 2011.

Please find attached a revised amendment letter, extending the contract until 31 st December 2011. Sent: 11 May 2011 10:53 Subject: Please find attached a revised amendment letter, extending the contract until 31 st December 2011. I look forward to receiving two signed copies of this letter. Sent: 10

Plus en détail

French Three Unit Four Review

French Three Unit Four Review Name Class Period French Three Unit Four Review 1. I can discuss with other people about what to do, where to go, and when to meet (Accept or reject invitations, discuss where to go, invite someone to

Plus en détail

APPLICATION DOMAIN: Choose a domain

APPLICATION DOMAIN: Choose a domain APPLICATION DOMAIN: Choose a domain PERSONAL DATA DONNEES PERSONNELLES 1. SURNAME NOM DE FAMILLE: 2. FORENAME(S) PRENOM(S): 3. PERMANENT ADDRESS RESIDENCE PERMANENTE: 4. EMAIL - MÉL: 5. PRIVATE TELEPHONE

Plus en détail

Memorandum of Understanding

Memorandum of Understanding Memorandum of Understanding File code of the Memorandum of Understanding (optional) texte 1. Objectives of the Memorandum of Understanding The Memorandum of Understanding 1 (MoU) forms the framework for

Plus en détail

RESULTING FROM THE ANTI-SEMITIC LEGISLATION IN FORCE DURING THE OCCUPATION. (Decree 99-778 of September 10, 1999) QUESTIONNAIRE. Family Name...

RESULTING FROM THE ANTI-SEMITIC LEGISLATION IN FORCE DURING THE OCCUPATION. (Decree 99-778 of September 10, 1999) QUESTIONNAIRE. Family Name... COMMISSION FOR THE COMPENSATION OF VICTIMS OF SPOLIATION RESULTING FROM THE ANTI-SEMITIC LEGISLATION IN FORCE DURING THE OCCUPATION (Decree 99-778 of September 10, 1999) Case Number : (to remind in all

Plus en détail

SENEGAL DIAGNOSTICS DE LA GOUVERNANCE TRANSPORTS ET TRAVAUX PUBLICS

SENEGAL DIAGNOSTICS DE LA GOUVERNANCE TRANSPORTS ET TRAVAUX PUBLICS SENEGAL DIAGNOSTICS DE LA GOUVERNANCE TRANSPORTS ET TRAVAUX PUBLICS FOCUS GROUPE: Sociétés Privées qui Utilisent Services de Transport Terrestre et/ou PAD Groupe A Routes et Port Les questions de Sections

Plus en détail

When you are told to do so, open your paper and write your answers in English in the spaces provided.

When you are told to do so, open your paper and write your answers in English in the spaces provided. FOR OFFICIAL USE C 000/403 NATIONAL QUALIFICATIONS 008 TUESDAY, 3 MAY.0 AM.0 PM Total FRENCH STANDARD GRADE Credit Level Reading Fill in these boxes and read what is printed below. Full name of centre

Plus en détail

GCSE Bitesize Controlled Assessment

GCSE Bitesize Controlled Assessment GCSE Bitesize Controlled Assessment Model 2 (for A/A* grade) Question 3 Subject: Topic: French Writing In this document you will find practical help on how to improve your grade. Before you start working

Plus en détail

2 players Ages 8+ Note: Please keep these instructions for future reference. WARNING. CHOKING HAZARD. Small parts. Not for children under 3 years.

2 players Ages 8+ Note: Please keep these instructions for future reference. WARNING. CHOKING HAZARD. Small parts. Not for children under 3 years. Linja Game Rules 2 players Ages 8+ Published under license from FoxMind Games NV, by: FoxMind Games BV Stadhouderskade 125hs Amsterdam, The Netherlands Distribution in North America: FoxMind USA 2710 Thomes

Plus en détail

Save the Children. Suivi - Evaluation. Collecte et Utilisation des Données. Participation des parties prenantes

Save the Children. Suivi - Evaluation. Collecte et Utilisation des Données. Participation des parties prenantes Suivi - Evaluation Collecte et Utilisation des Données Participation des parties prenantes Frédéric Arsène DAYAMBA Coordonnateur MEAL 23/04/2015 Save the Children 1 Overview of the Module : Data Collection

Plus en détail

Thyroid Scan. To Prepare

Thyroid Scan. To Prepare Thyroid Scan A thyroid scan checks your thyroid gland for problems. The thyroid gland is located in your neck. It speeds up or slows down most body functions. You will be asked to swallow a pill that contains

Plus en détail

C est quoi, Facebook?

C est quoi, Facebook? C est quoi, Facebook? aujourd hui l un des sites Internet les plus visités au monde. Si tu as plus de 13 ans, tu fais peut-être partie des 750 millions de personnes dans le monde qui ont une page Facebook?

Plus en détail

SEG 2506 Construction de logiciels

SEG 2506 Construction de logiciels SEG 2506 Construction de logiciels Devoir 04: Programmation avec concurrence présenté à: prof. G. Bochmann, Ph.D. par: Alexandre Bradley 4548582 abrad087@uottawa.ca et Kevin Mottashed 4490866 kmott071@uottawa.ca

Plus en détail

Photo Manipulations in the 2011 CES

Photo Manipulations in the 2011 CES Canadian Election Study Methodological Briefs Methodological Brief #2013-A Photo Manipulations in the 2011 CES Patrick Fournier, Université de Montréal Stuart Soroka, McGill University Fred Cutler, University

Plus en détail

Paper Reference. Paper Reference(s) 4365/01 London Examinations IGCSE French Paper 1: Listening

Paper Reference. Paper Reference(s) 4365/01 London Examinations IGCSE French Paper 1: Listening Centre No. Candidate No. Surname Signature Paper Reference(s) 4365/01 London Examinations IGCSE French Paper 1: Listening Monday 8 November 2010 Afternoon Time: 30 minutes (+5 minutes reading time) Materials

Plus en détail

Promotion of bio-methane and its market development through local and regional partnerships. A project under the Intelligent Energy Europe programme

Promotion of bio-methane and its market development through local and regional partnerships. A project under the Intelligent Energy Europe programme Promotion of bio-methane and its market development through local and regional partnerships A project under the Intelligent Energy Europe programme Contract Number: IEE/10/130 Deliverable Reference: W.P.2.1.3

Plus en détail

APSS Application Form/ Intermediate level Formulaire de candidature au PEASS/ Niveau intermédiaire

APSS Application Form/ Intermediate level Formulaire de candidature au PEASS/ Niveau intermédiaire APSS Application Form/ Intermediate level Formulaire de candidature au PEASS/ Niveau intermédiaire This application form may be submitted by email at candidater.peass@egerabat.com or sent by mail to the

Plus en détail

eid Trends in french egovernment Liberty Alliance Workshop April, 20th 2007 French Ministry of Finance, DGME

eid Trends in french egovernment Liberty Alliance Workshop April, 20th 2007 French Ministry of Finance, DGME eid Trends in french egovernment Liberty Alliance Workshop April, 20th 2007 French Ministry of Finance, DGME Agenda What do we have today? What are our plans? What needs to be solved! What do we have today?

Plus en détail

IDENTITÉ DE L ÉTUDIANT / APPLICANT INFORMATION

IDENTITÉ DE L ÉTUDIANT / APPLICANT INFORMATION Direction des Partenariats Internationaux - Pôle Mobilités Prrogrramme de bourrses Intterrnattiionalles en Mastterr (MIEM) Intterrnattiionall Mastterr Schollarrshiip Prrogrramme Sorrbonne Parriis Ciitté

Plus en détail

Master de sociologie : double diplôme possible

Master de sociologie : double diplôme possible Master de sociologie : double diplôme possible Parcours du master «changements sociaux en Europe» en partenariat avec l Université de Vienne Version française Information générale Les étudiants s inscrivent

Plus en détail

AccessLearn Community Group: Introductory Survey. Groupe communautaire AccessLearn : étude introductive. Introduction.

AccessLearn Community Group: Introductory Survey. Groupe communautaire AccessLearn : étude introductive. Introduction. AccessLearn Community Group: Introductory Survey Introduction The W3C Accessible Online Learning Community Group (aka AccessLearn) is a place to discuss issues relating to accessibility and online learning,

Plus en détail

Haslingden High School French Y8 Block C Set 1 HOMEWORK BOOKLET

Haslingden High School French Y8 Block C Set 1 HOMEWORK BOOKLET Haslingden High School French Y8 Block C Set 1 HOMEWORK BOOKLET Name: Form: Subject Teacher: Date Given: Date to Hand in: Level: Effort: House Points: Comment: Target: Parent / Guardian Comment: Complete

Plus en détail

Programme Intégré de Formation des Formateurs (PRIFF) Appel à candidature. Formation des enseignants PES- d anglais

Programme Intégré de Formation des Formateurs (PRIFF) Appel à candidature. Formation des enseignants PES- d anglais REPUBLIQUE TUNISIENNE Ministère de l Enseignement Supérieur et de la Recherche Scientifique Programme Intégré de Formation des Formateurs (PRIFF) Appel à candidature Formation des enseignants PES- d anglais

Plus en détail

Module Title: FRENCH 6

Module Title: FRENCH 6 CORK INSTITUTE OF TECHNOLOGY INSTITIÚID TEICNEOLAÍOCHTA CHORCAÍ Semester 2 Examinations 2010 Module Title: FRENCH 6 Module Code: LANG 7001 School: Business Programme Title: Bachelor of Business Studies

Plus en détail

SAP SNC. Guide. Alertes/Alert - Edition 1. Direction des Achats/Ph.Longuet Date: 22/11/11

SAP SNC. Guide. Alertes/Alert - Edition 1. Direction des Achats/Ph.Longuet Date: 22/11/11 SAP SNC Guide Alertes/Alert - Edition 1 Direction des Achats/Ph.Longuet Date: 22/11/11 SAP SNC Alert on SAP SNC SAP SNC Alerts Definition An «alerts» is an event, created by SAP SNC according to the updates

Plus en détail

Practice Exam Student User Guide

Practice Exam Student User Guide Practice Exam Student User Guide Voir la version française plus bas. 1. Go to http://training.iata.org/signinup 2. Enter your username and password to access your student profile Your profile was created

Plus en détail

MAT 2377 Solutions to the Mi-term

MAT 2377 Solutions to the Mi-term MAT 2377 Solutions to the Mi-term Tuesday June 16 15 Time: 70 minutes Student Number: Name: Professor M. Alvo This is an open book exam. Standard calculators are permitted. Answer all questions. Place

Plus en détail

APSS Application Form for the University year 2016-2017 Formulaire de candidature au PEASS pour l année universitaire 2016-2017

APSS Application Form for the University year 2016-2017 Formulaire de candidature au PEASS pour l année universitaire 2016-2017 APSS Application Form for the University year 2016-2017 Formulaire de candidature au PEASS pour l année universitaire 2016-2017 This application form may be submitted by email at candidater.peass@egerabat.com

Plus en détail

Comprendre l impact de l utilisation des réseaux sociaux en entreprise SYNTHESE DES RESULTATS : EUROPE ET FRANCE

Comprendre l impact de l utilisation des réseaux sociaux en entreprise SYNTHESE DES RESULTATS : EUROPE ET FRANCE Comprendre l impact de l utilisation des réseaux sociaux en entreprise SYNTHESE DES RESULTATS : EUROPE ET FRANCE 1 Objectifs de l étude Comprendre l impact des réseaux sociaux externes ( Facebook, LinkedIn,

Plus en détail

Achievement objective(s): 2.3 Likes, dislikes, reasons Socio-cultural aspect: Family life in France meals, les fromages

Achievement objective(s): 2.3 Likes, dislikes, reasons Socio-cultural aspect: Family life in France meals, les fromages Curriculum area: TEACHER PROFESSIONAL DEVELOPMENT TO SUPPORT FRENCH IN THE NEW ZEALAND CURRICULUM AND GERMAN IN THE NEW ZEALAND CURRICULUM Learning Activity Cover sheet French Class: Yr 7,8,9 Context:

Plus en détail

British Council LearnEnglish Online

British Council LearnEnglish Online British Council LearnEnglish Online Kiros Langston, English Programmes Manager, British Council Tunisia Nick Cherkas, English Programmes Manager, British Council Morocco British Council LearnEnglish Online

Plus en détail

Le guide des 100 mots les plus courants en anglais

Le guide des 100 mots les plus courants en anglais Le guide des 100 mots les plus courants en anglais Par Solal de Manabi.fr Ce petit guide a été conçu avec vous en tête. Apprendre du vocabulaire n est pas forcément ce qu il ya de plus amusant quand on

Plus en détail

CINÉMA FRANCAIS SUR LPB

CINÉMA FRANCAIS SUR LPB JE RENTRE A LA MAISON Study guide n 11 lpb.org/cinema CINÉMA FRANCAIS SUR LPB Réalisateur: Manoel de Oliveira Avec : Michel Piccoli, Catherine Deneuve, John Malkovich, Antoine Chappey Tourné en : France

Plus en détail

DynDNS. Qu est-ce que le DynDNS?

DynDNS. Qu est-ce que le DynDNS? DynDNS. Qu est-ce que le DynDNS? Le DynDNS (Dynamic Domain Name Server) sert à attribuer un nom de domaine à une adresse ip dynamique. Chaque ordinateur utilise une adresse ip pour communiquer sur le réseau.

Plus en détail

DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET MYSTIQUE : DOCTRINE ET HISTOIRE...

DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET MYSTIQUE : DOCTRINE ET HISTOIRE... Read Online and Download Ebook DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET MYSTIQUE : DOCTRINE ET HISTOIRE... DOWNLOAD EBOOK : DICTIONNAIRE DE SPIRITUALITé ASCéTIQUE ET Click link bellow and free register

Plus en détail

APPLICATION FORM / FORMULAIRE DE CANDIDATURE

APPLICATION FORM / FORMULAIRE DE CANDIDATURE COUNCIL OF EUROPE TRAINING PROGRAMME FOR EDUCATION PROFESSIONALS PROGRAMME DE FORMATION DU CONSEIL DE L EUROPE POUR LES PROFESSIONNELS DE L EDUCATION APPLICATION FORM / FORMULAIRE DE CANDIDATURE This form

Plus en détail

Nom. Aide Star a trier les déchets dans les bons contenants. Help Star sort the waste items into the correct containers. Name

Nom. Aide Star a trier les déchets dans les bons contenants. Help Star sort the waste items into the correct containers. Name Nom Fais St le It Tri Out Name Aide Star a trier les déchets dans les bons contenants. Help Star st the waste items into the crect containers. Aide Write Star the a container trier les déchets number dans

Plus en détail

Assoumta Djimrangaye Coordonnatrice de soutien au développement des affaires Business development support coordinator

Assoumta Djimrangaye Coordonnatrice de soutien au développement des affaires Business development support coordinator 2008-01-28 From: [] Sent: Monday, January 21, 2008 6:58 AM To: Web Administrator BCUC:EX Cc: 'Jean Paquin' Subject: RE: Request for Late Intervenorship - BCHydro Standing Offer C22-1 Dear Bonnie, Please

Plus en détail

French 2208A. French for Healthcare Le français de la santé

French 2208A. French for Healthcare Le français de la santé French 2208A French for Healthcare Le français de la santé Professeur : Heures de bureau : Olga Kharytonava disponible tous les jours par courriel, sauf le week-end. Préalable - Fr 1900 E ou Fr 1910, ou

Plus en détail

Les Plus Belles Chansons, France Gall, Warner France, 1994 (amazon.com).

Les Plus Belles Chansons, France Gall, Warner France, 1994 (amazon.com). Page 1 of 7 LESSON PLAN Teacher: Bob Ponterio School: SUNY Cortland LESSON TITLE: : DO commands LESSON SKILL TARGETED: Direct object commands (PACE) CLASS LEVEL: FRE 102-2nd semester beginning French TARGETED

Plus en détail

Editing and managing Systems engineering processes at Snecma

Editing and managing Systems engineering processes at Snecma Editing and managing Systems engineering processes at Snecma Atego workshop 2014-04-03 Ce document et les informations qu il contient sont la propriété de Ils ne doivent pas être copiés ni communiqués

Plus en détail

Médicaments approuvés : Les Canadiens veulent y avoir accès sans tarder

Médicaments approuvés : Les Canadiens veulent y avoir accès sans tarder Médicaments approuvés : Les Canadiens veulent y avoir accès sans tarder (Ottawa, Canada Le 17 mars 2008) Selon une enquête menée récemment auprès des citoyens canadiens à l échelle nationale, la grande

Plus en détail

TUESDAY, 11 MAY 1.30 PM 2.30 PM. Date of birth Day Month Year Scottish candidate number

TUESDAY, 11 MAY 1.30 PM 2.30 PM. Date of birth Day Month Year Scottish candidate number FOR OFFICIAL USE C Total 000/403 NATIONAL QUALIFICATIONS 00 TUESDAY, MAY.30 PM.30 PM FRENCH STANDARD GRADE Credit Level Reading Fill in these boxes and read what is printed below. Full name of centre Town

Plus en détail

Information for assessors (do not distribute this page to participants):

Information for assessors (do not distribute this page to participants): R&P Cultural Orientation Model Assessment Written Version French Information for assessors (do not distribute this page to participants): This written version of the Model Cultural Orientation (CO) Assessment

Plus en détail

Official Documents for 2015 Marathon des Sables

Official Documents for 2015 Marathon des Sables Official Documents for 2015 Marathon des Sables Please take care when completing these documents they may be rejected if incorrect. They must be printed in colour and completed by hand. They must be posted

Plus en détail

1.The pronouns me, te, nous, and vous are object pronouns.

1.The pronouns me, te, nous, and vous are object pronouns. 1.The pronouns me, te, nous, and vous are object pronouns.! Marie t invite au théâtre?!! Oui, elle m invite au théâtre.! Elle te parle au téléphone?!! Oui, elle me parle au téléphone.! Le prof vous regarde?!!!

Plus en détail

Primary French Lesson Plans Scottish Parliament

Primary French Lesson Plans Scottish Parliament Primary French Lesson Plans Scottish Parliament These activities were created by Christine Johnston (Scottish Borders Council) and Karen Rae (Edinburgh). They are designed to encompass a variety of topics

Plus en détail

Génie Logiciel et Gestion de Projets

Génie Logiciel et Gestion de Projets Génie Logiciel et Gestion de Projets INFO-F-407 Ragnhild Van Der Straeten 2007-2008 ULB 1 1 Génie Logiciel et Gestion de Projets Organisation 2 2 Ragnhild Van Der Straeten VUB, 4K209 Campus Etterbeek rvdstrae@vub.ac.be

Plus en détail

Institut français des sciences et technologies des transports, de l aménagement

Institut français des sciences et technologies des transports, de l aménagement Institut français des sciences et technologies des transports, de l aménagement et des réseaux Session 3 Big Data and IT in Transport: Applications, Implications, Limitations Jacques Ehrlich/IFSTTAR h/ifsttar

Plus en détail

Module Title: French 4

Module Title: French 4 CORK INSTITUTE OF TECHNOLOGY INSTITIÚID TEICNEOLAÍOCHTA CHORCAÍ Semester 2 Examinations 2010 Module Title: French 4 Module Code: LANG 6020 School: Business Programme Title: Bachelor of Business Stage 2

Plus en détail

Tomorrow s Classrom. IRUAS Conference, Geneva January 29, 2016 lysianne.lechot-hirt@hesge.ch benjamin.stroun@hesge.ch

Tomorrow s Classrom. IRUAS Conference, Geneva January 29, 2016 lysianne.lechot-hirt@hesge.ch benjamin.stroun@hesge.ch Tomorrow s Classrom IRUAS Conference, Geneva January 29, 2016 lysianne.lechot-hirt@hesge.ch benjamin.stroun@hesge.ch MOOC in graphic novel design MOOC en bande dessinée Workshop on peer-reading issues.

Plus en détail

DK6000. Quick Start Guide for Suppliers. March 2015 V1.1 0 /

DK6000. Quick Start Guide for Suppliers. March 2015 V1.1 0 / DK6000 Quick Start Guide for Suppliers March 2015 V1.1 0 / LOGIN Change the language Contact Us Your Username is Case Sensitive If you ve forgotten your password, do not try several time, just enter your

Plus en détail

CLUB DE GYMNASTIQUE ARTISTIQUE GADBOIS. Bulletin. Hiver 2013. Newsletter. Adresse postale: 151 rue Atwater C.P. 72129 Montréal, PQ H3J 2Z6

CLUB DE GYMNASTIQUE ARTISTIQUE GADBOIS. Bulletin. Hiver 2013. Newsletter. Adresse postale: 151 rue Atwater C.P. 72129 Montréal, PQ H3J 2Z6 CLUB DE GYMNASTIQUE! Bulletin Hiver 2013 Newsletter Winter 2013 514.872.3043 info@gymgadbois.com Rappel de nos heures d ouverture au club de gym Gadbois: Semaine: 13:30-20:00 Fin de semaine: 9:00-14:00

Plus en détail

CODIFICATION ADMINISTRATIVE DU RÈGLEMENT RELATIF AU CERTIFICAT D'ARRIÉRÉS D'IMPÔTS R.R.T.N.-O. 1990, ch. P-4

CODIFICATION ADMINISTRATIVE DU RÈGLEMENT RELATIF AU CERTIFICAT D'ARRIÉRÉS D'IMPÔTS R.R.T.N.-O. 1990, ch. P-4 PROPERTY ASSESSMENT AND TAXATION ACT CONSOLIDATION OF CERTIFICATE OF TAX ARREARS REGULATIONS R.R.N.W.T. 1990,c.P-4 LOI SUR L'ÉVALUATION ET L'IMPÔT FONCIERS CODIFICATION ADMINISTRATIVE DU RÈGLEMENT RELATIF

Plus en détail

Les licences Creative Commons expliquées aux élèves

Les licences Creative Commons expliquées aux élèves Les licences Creative Commons expliquées aux élèves Source du document : http://framablog.org/index.php/post/2008/03/11/education-b2i-creative-commons Diapo 1 Creative Commons presents : Sharing Creative

Plus en détail

Advanced Unit 4: Research, Understanding and Written Response

Advanced Unit 4: Research, Understanding and Written Response Write your name here Surname Other names Pearson Edexcel GCE Centre Number Candidate Number French Advanced Unit 4: Research, Understanding and Written Response Monday 15 June 2015 Morning Time: 2 hours

Plus en détail

How to Login to Career Page

How to Login to Career Page How to Login to Career Page BASF Canada July 2013 To view this instruction manual in French, please scroll down to page 16 1 Job Postings How to Login/Create your Profile/Sign Up for Job Posting Notifications

Plus en détail

Comment êtes vous venu à l université? Quelles sont vos deux tâches principales au travail, ou en tant qu étudiant à la maîtrise?

Comment êtes vous venu à l université? Quelles sont vos deux tâches principales au travail, ou en tant qu étudiant à la maîtrise? FINS 3405 and FINS 3406 focuses on French for professional purposes, especially the government requirements to achieve their level B. These are not courses for beginners. Beginners should start with a

Plus en détail

Construire son projet : Rédiger la partie impacts (2/4) Service Europe Direction des Programmes et de la Formation pour le Sud

Construire son projet : Rédiger la partie impacts (2/4) Service Europe Direction des Programmes et de la Formation pour le Sud Construire son projet : Rédiger la partie impacts (2/4) Service Europe Direction des Programmes et de la Formation pour le Sud Sommaire Construire son projet : Rédiger la partie impacts (2/4) Comment définir

Plus en détail

Des villes, des pays et des continents.

Des villes, des pays et des continents. > Des villes, des pays et des continents. Towns, countries and continents. les pays et les provinces les villes la provenance vocabulaire Vous habitez où? En Europe. Où ça, en Europe? Au Portugal. Où ça

Plus en détail

Génie Logiciel et Gestion de Projets

Génie Logiciel et Gestion de Projets Génie Logiciel et Gestion de Projets INFO-F-407 Ragnhild Van Der Straeten 2008-2009 ULB 1 Génie Logiciel et Gestion de Projets Organisation 2 Ragnhild Van Der Straeten VUB, 4K209 Campus Etterbeek rvdstrae@vub.ac.be

Plus en détail

Formulaire de candidature pour les bourses de mobilité internationale niveau Master/ Application Form for International Master Scholarship Programme

Formulaire de candidature pour les bourses de mobilité internationale niveau Master/ Application Form for International Master Scholarship Programme Formulaire de candidature pour les bourses de mobilité internationale niveau Master/ Application Form for International Master Scholarship Programme Année universitaire / Academic Year: 2013 2014 A REMPLIR

Plus en détail

147788-LLP IT-ECVET N.E.T.WORK

147788-LLP IT-ECVET N.E.T.WORK ECVET system for No borders in tourism hospitality European Training and Work N.E.T.WORK 147788--1-IT-ECVET Units of learning outcomes What methods have you used? Le projet a pris en compte, à l avance

Plus en détail

Votre entrée dans le monde des plombiers. Entering a plumber world

Votre entrée dans le monde des plombiers. Entering a plumber world Votre entrée dans le monde des plombiers Entering a plumber world Jean-Denis Roy 9 janvier 2010 Quelle est la principale différence entre l université et le marché du travail? What is the main difference

Plus en détail

SGR Services de gestion des risques

SGR Services de gestion des risques Title: Safety Achievement Financial Incentive System (SAFIS) Titre : Système d incitation financière à la sécurité DIRECTIVE Effective / En vigueur: 01/05/2008 Release / Diffusion No. 003 Page 1 of / de

Plus en détail

Archived Content. Contenu archivé

Archived Content. Contenu archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for reference, research or recordkeeping purposes. It is not subject

Plus en détail

Solution d hébergement de "SWIFTAlliance ENTRY R7" Politique de Sauvegarde et de Restauration

Solution d hébergement de SWIFTAlliance ENTRY R7 Politique de Sauvegarde et de Restauration Solution d hébergement de "SWIFTAlliance ENTRY R7" Politique de Sauvegarde et de Restauration Avril 2012 I- Introduction Le présent document présente la politique de sauvegarde et de restauration à adopter

Plus en détail

An Act to Amend the New Brunswick Income Tax Act. Loi modifiant la Loi de l impôt sur le revenu du Nouveau-Brunswick CHAPTER 26 CHAPITRE 26

An Act to Amend the New Brunswick Income Tax Act. Loi modifiant la Loi de l impôt sur le revenu du Nouveau-Brunswick CHAPTER 26 CHAPITRE 26 2003 CHAPTER 26 CHAPITRE 26 An Act to Amend the New Brunswick Income Tax Act Assented to April 11, 2003 Her Majesty, by and with the advice and consent of the Legislative Assembly of New Brunswick, enacts

Plus en détail

Appendix C CRITERIA FOR A PROFESSIONAL GROWTH PLAN SUPERVISION OF PROFESSIONAL STAFF: TEACHER EVALUATION GCNA

Appendix C CRITERIA FOR A PROFESSIONAL GROWTH PLAN SUPERVISION OF PROFESSIONAL STAFF: TEACHER EVALUATION GCNA SUPERVISION OF PROFESSIONAL STAFF: TEACHER EVALUATION Appendix C CRITERIA FOR A PROFESSIONAL GROWTH PLAN A Professional Growth Plan is a written statement describing a teacher s intended focus for professional

Plus en détail

Experiences TCM QUALITY MARK. Project management Management systems ISO 9001 ISO 14001 ISO 22000

Experiences TCM QUALITY MARK. Project management Management systems ISO 9001 ISO 14001 ISO 22000 TCM QUALITY MARK Jean-Marc Bachelet Tocema Europe workshop 4 Project management Management systems ISO 9001 ISO 14001 ISO 22000 + lead auditors for certification bodies Experiences Private and state companies,

Plus en détail

6. Les désastres environnementaux sont plus fréquents. 7. On ne recycle pas ses déchets ménagers. 8. Il faut prendre une douche au lieu d un bain.

6. Les désastres environnementaux sont plus fréquents. 7. On ne recycle pas ses déchets ménagers. 8. Il faut prendre une douche au lieu d un bain. 1. Notre planète est menacée! 2. Il faut faire quelque chose! 3. On devrait faire quelque chose. 4. Il y a trop de circulation en ville. 5. L air est pollué. 6. Les désastres environnementaux sont plus

Plus en détail

French 2208A. French for Healthcare Le français de la santé

French 2208A. French for Healthcare Le français de la santé French 2208A French for Healthcare Le français de la santé Professeur : Heures de bureau : Iryna Punko disponible tous les jours par courriel, sauf le week-end. Préalable - Fr 1900 E ou Fr 1910, ou permission

Plus en détail

To be signed by the Chief Executive Officer or Senior Manager responsible for operations at this location.

To be signed by the Chief Executive Officer or Senior Manager responsible for operations at this location. Application Package Name of Organization Address Contact Tel Email Nature of Workplace Number of Employees Covered by this Application Date Submitted by Wellness Committee Members (if applicable) To be

Plus en détail

PROCES-VERBAL DE CONTRÔLE ANTIDOPAGE N d ordre de mission Mission order number

PROCES-VERBAL DE CONTRÔLE ANTIDOPAGE N d ordre de mission Mission order number Athlete Id provided Sexe 1. 0 1. 0 Exemplaire destiné à l Agence française de lutte contre le dopage 229, bd Saint Germain 75007 PARIS Tél. 01.40.62.76.76 Athlete Id provided Sexe 1. 0 1. 0 Exemplaire

Plus en détail

HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER

HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER Read Online and Download Ebook HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER DOWNLOAD EBOOK : HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS Click link bellow and free

Plus en détail

SUBVENTION POUR LA PARTICIPATION À UN COLLOQUE SUPPORT FOR PARTICIPATION IN A CONFERENCE

SUBVENTION POUR LA PARTICIPATION À UN COLLOQUE SUPPORT FOR PARTICIPATION IN A CONFERENCE SUBVENTION POUR LA PARTICIPATION À UN COLLOQUE SUPPORT FOR PARTICIPATION IN A CONFERENCE 1. M DU (OU DE LA) CHERCHEUR(E): NAME OF RESEARCHER: 3. TITRE DU COLLOQUE: TITLE OF CONFERENCE: 2. VEUILLEZ COCHER

Plus en détail

Comment utiliser ce que vous POSSÉDEZ pour réduire ce que vous DEVEZ

Comment utiliser ce que vous POSSÉDEZ pour réduire ce que vous DEVEZ Commet utiliser ce que vous POSSÉDEZ pour réduire ce que vous DEVEZ Survol du compte Mauvie U La majorité des Caadies gèret leurs fiaces comme suit : 1. Ils déposet leur reveu et autres actifs à court

Plus en détail

2015/16 International Exchange Students. Application Form. Etudiants Internationaux en Echange 2015/16. Dossier de Candidature

2015/16 International Exchange Students. Application Form. Etudiants Internationaux en Echange 2015/16. Dossier de Candidature 2015/16 International Exchange Students Application Form Etudiants Internationaux en Echange 2015/16 Dossier de Candidature 1. PERSONAL DATA/ COORDONNEES PERSONNELLES (block letters only / en majuscule)

Plus en détail

AWICO instrument pour le bilan de compétences élargie

AWICO instrument pour le bilan de compétences élargie AWICO instrument pour le bilan de compétences élargie No. 2009 LLP-LdV-TOI-2009-164.603 1 Information sur le projet Titre: Code Projet: Année: 2009 Type de Projet: Statut: Accroche marketing: Résumé: Description:

Plus en détail

Advanced Unit 4: Research, Understanding and Written Response

Advanced Unit 4: Research, Understanding and Written Response Write your name here Surname Other names Pearson Edexcel GCE Centre Number Candidate Number French Advanced Unit 4: Research, Understanding and Written Response Thursday 19 June 2014 Morning Time: 2 hours

Plus en détail

How To connect to TonVPN Max / Comment se connecter à TonVPN Max

How To connect to TonVPN Max / Comment se connecter à TonVPN Max How To connect to TonVPN Max / Comment se connecter à TonVPN Max Note : you need to run all those steps as an administrator or somebody having admin rights on the system. (most of the time root, or using

Plus en détail

European Aviation Safety Agency

European Aviation Safety Agency Page 1 of 6 European Aviation Safety Agency EASA SPECIFIC AIRWORTHINESS SPECIFICATION for as specified in Section I This Specific Airworthiness Specification is issued in accordance with Regulation (EC)

Plus en détail

HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER

HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER Read Online and Download Ebook HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS AVEC RAPPELS DE COURS BY MARC FERMIGIER DOWNLOAD EBOOK : HYDRODYNAMIQUE PHYSIQUE. PROBLèMES RéSOLUS Click link bellow and free

Plus en détail

iqtool - Outil e-learning innovateur pour enseigner la Gestion de Qualité au niveau BAC+2

iqtool - Outil e-learning innovateur pour enseigner la Gestion de Qualité au niveau BAC+2 iqtool - Outil e-learning innovateur pour enseigner la Gestion de Qualité au niveau BAC+2 134712-LLP-2007-HU-LEONARDO-LMP 1 Information sur le projet iqtool - Outil e-learning innovateur pour enseigner

Plus en détail

This is a preview - click here to buy the full publication NORME CEI INTERNATIONALE IEC INTERNATIONAL STAN DARD. Systèmes d'alarme

This is a preview - click here to buy the full publication NORME CEI INTERNATIONALE IEC INTERNATIONAL STAN DARD. Systèmes d'alarme NORME CEI INTERNATIONALE IEC INTERNATIONAL STAN DARD 60839-2-5 Première édition First edition 1990-07 Systèmes d'alarme Partie 2: Prescriptions pour les systèmes d'alarme anti-intrusion Section 5 Détecteurs

Plus en détail