Gotowa bibliografia na temat „Muzeĭ S.M. Kirova”

On the basis of historiography, a comparative socio -psychological review of political biographies and personal characteristics of Stalin and Kirov is carried out. A number of new sources were used: the correspondence of the Bolsheviks, the stenotech of Trotsky’s counter-process, and journalistic investigations. The system of indirect various data presented in favor of the version of Stalin’s participation in the organization of the murder of Kirov and qualitatively and quantitatively clearly outweighs the set of indirect arguments from the opposite point of view. The removal of Kirov was the initial stage of the forced rotation of the first generation of the Bolshevik political elite. The crime was a stain of Stalin, which eventually killed him mentally.

Abstract Background: SERENA-1 (NCT03616587) is a Phase 1, multi-part, open-label study of camizestrant in women with ER+/HER2− advanced breast cancer. Parts A/B and C/D (escalation/expansion) examined camizestrant as monotherapy and in combination with palbociclib respectively and have been presented previously.1,2 Here we present data from parts G/H which examined camizestrant in combination with abemaciclib. Methods: The primary objective was to determine the safety and tolerability of camizestrant 75 mg once daily (QD) in combination with abemaciclib 150 mg twice daily (BID). Secondary objectives included investigation of anti-tumor response and pharmacokinetics (PK). Participants were previously treated women of any menopausal status (pre-menopausal women received this combination alongside ongoing ovarian function suppressors). Prior treatment with ≤2 lines of chemotherapy in the advanced setting was permitted. There was no limit on the number of lines of prior endocrine treatment in the advanced setting; previous treatment with CDK4/6 inhibitors (CDK4/6i) and fulvestrant was permitted. Results: As of 1st June 2022, 24 patients had received camizestrant in combination with abemaciclib with a median 7.7 month follow up. Tolerability of the combination of camizestrant and abemaciclib was consistent with that of each drug individually. No patient required camizestrant dose reduction. All camizestrant-related heart rate decreases were Grade 1 (asymptomatic). PK data for camizestrant in combination with abemaciclib were consistent with camizestrant as monotherapy and published abemaciclib steady-state PK data, indicating no clinically relevant drug-drug interaction. In these heavily pre-treated patients (46% prior chemotherapy, 75% prior CDK4/6i, 54% prior fulvestrant; all in the advanced disease setting) and of whom 67% had visceral metastases, the objective response rate was 5/19 (26.3%), the clinical benefit rate at 24 weeks was 16/24 (66.7%) and the median progression-free survival had not been reached, with 8/24 patients experiencing a progression event. These data support the use of camizestrant 75 mg QD combined with the approved abemaciclib dose. Conclusions: Camizestrant 75 mg QD in combination with abemaciclib 150 mg BID was well tolerated with encouraging clinical activity. The inclusion of this regimen in the ongoing Phase 3, SERENA-6 trial 3, of camizestrant combined with CDK4/6i versus an aromatase inhibitor, will further clarify the role of this combination in the treatment of patients with ER+/HER2− advanced breast cancer with tumors expressing ESR1 mutations. References 1. Baird R, Oliveira M, Ciruelos Gil EM, et al. SABCS 2020 Virtual Meeting. Abstract PS11-05. 2. Oliveira M, Hamilton EP, Incorvati J, et al. J Clin Oncol 40, 2022 (suppl 16; abstr 1032). 3. SERENA-6 trial. Available at https://clinicaltrials.gov/ct2/show/NCT04964934 We acknowledge Helen Heffron, PhD, from InterComm International who provided medical writing support funded by AstraZeneca. Citation Format: Nicholas Turner, Christos Vaklavas, Emiliano Calvo, Javier Garcia-Corbacho, Jason Incorvati, Manuel Ruiz Borrego, Chris Twelves, Anne Armstrong, Begoña Bermejo, Erika Hamilton, Mafalda Oliveira, Eva Ciruelos, Peter Kabos, Manish R Patel, Maria Borrell, Howard Burris, Bruno de Paula, Alejandro Falcon, Cristina Hernando, Irene Moreno, Ciara S. O’Brien, Elena Shagisultanova, Ivan Victoria Ruiz, Judy S. Wang, Mei Wei, Tim Brier, Danielle Carroll, Carmela Ciardullo, Lisa Gibbons, itziar irurzun-Arana, Tony Jack, bistra kirova, Teresa Klinowska, Justin Lindemann, Julie Maidment, Alastair Mathewson, Rhiannon Maudsley, Robert McEwen, Christopher Morrow, Andy Sykes, Richard D. Baird. SERENA-1: Updated analyses from a Phase 1 study of the next generation oral selective estrogen receptor degrader camizestrant (AZD9833) combined with abemaciclib, in women with ER-positive, HER2-negative advanced breast cancer [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P3-07-28.

Abstract Purpose: Whilst radiotherapy increases cure rates in breast cancer, lung cancer, among others, it may also involve some cardiac exposure, which in turn may increase the risk of different heart diseases. The heart is a complex anatomical organ that involves many different structures making it difficult to contour cardiac sub-structures reproducibly. Contouring, especially for these cases, suffers from inter- and intra-expert variability while being time consuming. Cardiac atlases have been developed to aid in the delineation of cardiac substructures. However, these methods have many shortcomings, including the inability to overcome variations in patient anatomy. In this study, a deep learning based commercial solution for automatic OAR delineation was trained following international guidelines for heart substructures delineation and tested on an unseen cohort of lung and breast patients to evaluate its clinical acceptability. Methods: ART-Net, a CE-marked, FDA-cleared anatomically preserving deep-learning ensemble architecture for automatic annotation of OAR was evaluated using data of 20 breast/lung patients from 2 centers. Automatic annotation of 27 different structures (Ventricles (left and right), atria (left and right), left ventricle (anterior, apical, inferior, lateral, septal), LAD coronary (mid, proximal, distal, total), circumflex coronary (distal, proximal, total), RCA (distal, mid, proximal, total), coronary sinus, left main coronary artery, ascending aorta, pulmonary arteries, vena cava inferior, vena cava superior and the heart) was performed and submitted to 2 experts across 2 centers for qualitative evaluation. Contours were scored as A/acceptable, B/acceptable after minor corrections, and C/not acceptable for clinical use. To avoid any bias, experts were blind to whether the contour were manually, or AI delineated. The DSC between automatic and manual (ground truth) contours of the heart sub-structures were evaluated and compared with interobserver variability from the literature [1,2] using average and min DSC scores. Results: Automatic contours were generated in a mean time of 0.5s per scan slice. Out of the 27 structures, 20 were considered clinically acceptable in the qualitative study. In the inter-expert variability study, 12 structures passed the test successfully using initial acceptance criterion over an acceptable sample size and 9 other structures demonstrated performances above the minimal threshold of inter-expert variability, sometimes on smaller datasets due to lack of manual data. Overall, 16 structures were included in the final model. 13 structures were considered clinically acceptable in 100% of the cases with AI contours rated at the same level as manual contours. For the other 3 structures (coronary sinus, left main coronary artery and vena cava inferior), the performance of the AI contours was slightly below that of the manual contours (within 3.4% difference), with the least performing structure being the coronary sinus (84% for AI vs 87% manual). Conclusion: We show first results for the evaluation of AI-based auto-contouring tool for annotation of the substructures of the heart. The results show very good clinical acceptance, highlighting the high usability of the commercial tool for cardiac cases and its clinical implementation feasibility. The use of this AI tool can facilitate and accelerate future research studies investigating relationships between substructure doses and cardiac outcomes. Future work will include improvement of the sub-structures (mid, proximal, distal) and a retrospective meta-analysis to assess heart sub-structures degree of importance in terms of toxicity. References: 1. Lee J., et al. Development of delineation for the left anterior descending coronary artery region in left breast cancer radiotherapy: An optimized organ at risk. Radiother Oncol. 2017 2. Duane F, et al. A cardiac contouring atlas for radiotherapy. Radiother Oncol. 2017 Table 1. Quantitative and qualitative results of the evaluation. Heart sub-structures evaluated quantitatively with mean DSC compared to a range of DSC found in international guidelines and qualitatively as A or B (i.e. considered clinically acceptable). Highlighted are all structures that met the acceptance criterion of reaching a percentage of at least 85% of A or B, or that fell within the DICE range of interobserver variability found in the literature. Citation Format: Pierre Loap, Angela Botticella, Ludovic De Marzi, Antonin Levy, Stephanie Bolle, Stéphane COLAME, Arthus Cannard, Catherine Martineau-Huynh, Ayoub Oumani, Thais S. Roque, Nikos Paragios, Eric Deutsch, Caroline Luo, Youlia M. Kirova, Sofia Rivera. AI-based cardiac sub-structures segmentation for safer radiotherapy planning [abstract]. In: Proceedings of the 2022 San Antonio Breast Cancer Symposium; 2022 Dec 6-10; San Antonio, TX. Philadelphia (PA): AACR; Cancer Res 2023;83(5 Suppl):Abstract nr P1-10-12.

60 years have passed since the birth of the famous endocrinologist, head of the department of endocrinology of the Russian State Medical University, Professor Vladimir Vasilyevich Potemkin. In 1951, V.V. Potemkin entered the Leningrad Military Medical Academy. S. M. Kirova, at the end of which he worked as a military doctor. In 1960, he was admitted to clinical residency at the Department of Endocrinology of the Institute for Advanced Medical Studies, after which he was enrolled in the graduate school of the same department. During this period, V. V. Potemkin defended his thesis on the topic “The relationship of carbohydrate and lipid metabolism in diabetes mellitus and their clinical significance.” Since 1965, V.V. Potemkin's pedagogical, scientific and medical activities are fully connected with the Russian State Medical University (2nd Pirogov Moscow Medical Institute). V.V. Potemkin is a talented teacher and scientist, one of the leading endocrinologists in our country. 60 years have passed since the birth of the famous endocrinologist, head of the department of endocrinology of the Russian State Medical University, Professor Vladimir Vasilyevich Potemkin. In 1951, V.V. Potemkin entered the Leningrad Military Medical Academy. S. M. Kirova, at the end of which he worked as a military doctor. In 1960, he was admitted to clinical residency at the Department of Endocrinology of the Institute for Advanced Medical Studies, after which he was enrolled in the graduate school of the same department. During this period, V. V. Potemkin defended his thesis on the topic “The relationship of carbohydrate and lipid metabolism in diabetes mellitus and their clinical significance.” Since 1965, V.V. Potemkin's pedagogical, scientific and medical activities are fully connected with the Russian State Medical University (2nd Pirogov Moscow Medical Institute). V.V. Potemkin is a talented teacher and scientist, one of the leading endocrinologists in our country.

<p><strong>Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O’Keefe (University of Prince Edward Island)</strong></p><p>Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children’s learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators’ and preschool teachers’ professional identities and practice. For example, critical and supported reflection (Thomas &amp; Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, &amp; Raes, 2016), collaborative and empowering practice (Helterbran &amp; Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.</p><p>While there appears to be consensus in the literature around <em>what</em> needs to be done, and even around <em>how</em> it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, &amp; Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).</p><p>This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:</p><ul><li>How can professional learning be conceptualised?</li><li>How do we build and maintain effective partnerships to foster professional learning?</li><li>What strategies for transformative community mobilization might be shared?</li><li>How can innovative strategies be applied on a wider scale?</li><li>How might taken-for-granted professional learning and evaluation practice be disrupted?</li><li>What story about professional learning do you need (or want) to tell?</li><li>How has your community been transformed through a particular activity, event, or practice?</li><li>How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?</li><li>Where might we be in 5, 10, or 15 years through such endeavours?</li></ul><p>We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. </p><p>Submissions are due August 1, 2017 and should be submitted as per <a href="http://journals.uvic.ca/index.php/jcs/about/submissions#onlineSubmissions">Journal of Childhood Studies submission guidelines. </a></p><p><strong><br /></strong></p><p> </p><p>References</p><p>Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, &amp; K. Steffensen (2016). <em>The state of educators’ professional learning in Canada</em>. Oxford, OH: Learning Forward.</p><p>Canadian Child Care Foundation [CCCF], (2016). <em>An Early Learning and Child Care Framework for Canada’s Children</em>. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdf</p><p>Colmer, K., Waniganayake, M. &amp; Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders<em>?, Australasian Journal of Early Childhood</em>, 39(4), 103-113.</p><p>Helterbran, V.R. &amp; Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. <em>Early Childhood Education Journal, 31</em>(4), 267-271.</p><p>Lazarri, A., Picchio, M., &amp; Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners’ professionalization in the Italian context. <em>Early Years: An International Research Journal, 33</em>(2), 133-145.</p><p>Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). <em>Research on ratios, group size, and staff qualifications and training in early years and childcare settings</em>. London: University of London.</p><p>Penn, H. (2009). <em>Early childhood education and care: Key lessons from research for policy makers</em>. Brussels: Nesse.</p><p>Prochner, L., Cleghorn, A., Kirova, A., &amp; Massing, C. (2016). <em>Teacher education in diverse settings: Making space for intersecting worldviews</em>. Rotterdam, The Netherlands: Sense Publishers.</p><p>Thomas, S., &amp; Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. <em>International Journal of Early Childhood Special Education</em>, <em>5</em>(1), 1-14.</p><p>Vandenbroeck, M., Peeters, J., Urban, M. &amp; Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban &amp; J. Peeters (Eds.) <em>Pathways to Professionalism in Early Childhood Education and Care</em>, (pp. 1-14). London: Routledge.</p><p>Vangrieken, K., Dochy, F., &amp; Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. <em>European Journal Of Psychology Of Education - EJPE (Springer Science &amp; Business Media B.V.)</em>, <em>31</em>(3), 275-298. doi:10.1007/s10212-015-0279-0</p>

<table id="announcementDescription" width="100%"><tbody><tr><td><p><strong>Guest editors: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (University of Regina), Scott Hughes (Mount Royal University), and Alaina Roach O’Keefe (University of Prince Edward Island)</strong></p><p>Not only is professional learning conceptualised as critical for increasing educational quality and enhancing children’s learning and developmental outcomes (e.g. Lazarri et al., 2013; Munton et al., 2002; Penn, 2009; Vandenbroeck et al., 2016), but specific elements of professional learning (in both initial and continuing education, or preservice and in-service learning) have been identified as essential to transforming early childhood educators’ and preschool teachers’ professional identities and practice. For example, critical and supported reflection (Thomas &amp; Packer, 2013), learning experiences that target entire teams (Vangrieken, Dochy, &amp; Raes, 2016), collaborative and empowering practice (Helterbran &amp; Fennimore, 2004), and competent leadership (Colmer et al., 2008) have all been found to be effective means of supporting professional learning.</p><p>While there appears to be consensus in the literature around <em>what</em> needs to be done, and even around <em>how</em> it should be done, numerous constraints prevent the implementation and maintenance of sustainable and transformational professional learning in ECEC. Vandenbroeck and colleagues (2016) go beyond the focus on individuals and childcare teams, identifying two further levels necessary for competent systems of professional learning: partnerships between local early childhood programs and social, cultural, and educational institutions (such as colleges and universities); and governance regarding vision, finance, and monitoring. In the Canadian context, the Canadian Child Care Federation has also stressed the importance of a system-wide strategy to strengthen the child care workforce (CCCF, 2016). However, early childhood services in Canada are under the purview of the provincial and territorial governments and, therefore, the conditions, regulations, certification requirements, curriculum documents, and educational systems vary widely from jurisdiction to jurisdiction. The educational requirements for certification, for example, may include no formal training (in NWT and Nunavut), one entry-level short course, one-year certificates, or two-year diplomas. This complicates efforts to define who the early childhood professional is and what opportunities are constitutive of professional learning (Prochner, Cleghorn, Kirova, &amp; Massing, 2016). While these disparities within the field may impede the development of a cohesive strategy, Campbell et al. (2016) recently asserted that much can be learned from sharing and appreciating the rich diversity of approaches to professional learning both within and across provinces and territories. In addition, examples from other countries serve to broaden the discussion and expand our understanding of what is possible (Vandenboreock et al., 2016).</p><p>This special issue, then, is dedicated to sharing stories of hope and coordinated action, linking theory with practice. We seek Canadian and international submissions related to professional learning practices that extend beyond individual programs, showcasing partnerships and community mobilization efforts within and across various settings for young children (child care, Kindergarten, drop-in centres, etc.) in relation to philosophical, practical, critical, transformative, personal, and/or hopeful themes. Each submission will respond to one or more of the key questions, including, but not limited to:</p><ul><li>How can professional learning be conceptualised?</li><li>How do we build and maintain effective partnerships to foster professional learning?</li><li>What strategies for transformative community mobilization might be shared?</li><li>How can innovative strategies be applied on a wider scale?</li><li>How might taken-for-granted professional learning and evaluation practice be disrupted?</li><li>What story about professional learning do you need (or want) to tell?</li><li>How has your community been transformed through a particular activity, event, or practice?</li><li>How might the lives and futures of children be positively shaped by engagement in partnerships and mobilization?</li><li>Where might we be in 5, 10, or 15 years through such endeavours?</li></ul><p>We welcome submissions in multiple formats, including research articles, theoretical papers, multimedia pieces, art work, book reviews, and so forth. These may be submitted in English, French, or in any Canadian Indigenous language. </p><p><span>Submissions are due August 1, 2017</span> and should be submitted as per <a href="http://journals.uvic.ca/index.php/jcs/about/submissions#onlineSubmissions">Journal of Childhood Studies submission guidelines. </a></p><p><strong><br /></strong></p><p> </p><p>References</p><p>Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, &amp; K. Steffensen (2016). <em>The state of educators’ professional learning in Canada</em>. Oxford, OH: Learning Forward.</p><p>Canadian Child Care Foundation [CCCF], (2016). <em>An Early Learning and Child Care Framework for Canada’s Children</em>. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdf</p><p>Colmer, K., Waniganayake, M. &amp; Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders<em>?, Australasian Journal of Early Childhood</em>, 39(4), 103-113.</p><p>Helterbran, V.R. &amp; Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. <em>Early Childhood Education Journal, 31</em>(4), 267-271.</p><p>Lazarri, A., Picchio, M., &amp; Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners’ professionalization in the Italian context. <em>Early Years: An International Research Journal, 33</em>(2), 133-145.</p><p>Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). <em>Research on ratios, group size, and staff qualifications and training in early years and childcare settings</em>. London: University of London.</p><p>Penn, H. (2009). <em>Early childhood education and care: Key lessons from research for policy makers</em>. Brussels: Nesse.</p><p>Prochner, L., Cleghorn, A., Kirova, A., &amp; Massing, C. (2016). <em>Teacher education in diverse settings: Making space for intersecting worldviews</em>. Rotterdam, The Netherlands: Sense Publishers.</p><p>Thomas, S., &amp; Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. <em>International Journal of Early Childhood Special Education</em>, <em>5</em>(1), 1-14.</p><p>Vandenbroeck, M., Peeters, J., Urban, M. &amp; Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban &amp; J. Peeters (Eds.) <em>Pathways to Professionalism in Early Childhood Education and Care</em>, (pp. 1-14). London: Routledge.</p><p>Vangrieken, K., Dochy, F., &amp; Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. <em>European Journal Of Psychology Of Education - EJPE (Springer Science &amp; Business Media B.V.)</em>, <em>31</em>(3), 275-298. doi:10.1007/s10212-015-0279-0</p></td></tr></tbody></table>

<p><strong>Rédacteurs invités: Joanne Lehrer (Université du Québec en Outaouais), Christine Massing (Université de Regina), Scott Hughes (Université Mount Royal), Alaina Roach O’Keefe (Université de l’Île-du-Prince-Édouard)</strong></p><p><strong></strong>Non seulement l’apprentissage professionnel est-il considéré comme essentiel à l’amélioration de la qualité éducative et comme soutien à l’apprentissage et au développement des enfants (par exemple, Lazarri <em>et al.</em>, 2013, Vandenbroeck <em>et al</em>., 2016), mais certains éléments de la formation initiale et continue ont été identifiés comme critiques pour transformer les identités professionnelles et la pratique des éducatrices (en SGÉ) et des enseignantes (au préscolaire). Par exemple, la réflexion critique et soutenue (Thomas et Packer, 2013), les expériences d’apprentissage ciblant des équipes entières (Vangrieken <em>et al</em>, 2016), les pratiques collaboratives qui visent le pouvoir d’agir des praticiennes (Helterbran et Fennimore, 2004) et la direction (Dolmer <em>et al., </em>2008) sont toutes considérées comme des moyens efficaces afin de soutenir l’apprentissage professionnel.</p><p>Bien qu’il semble y avoir consensus dans les écrits sur <em>ce qui doit être fait</em>, et même sur <em>la façon dont cela devrait être fait</em>, de nombreuses contraintes empêchent la mise en œuvre et le maintien d’un système d’apprentissage professionnel durable et transformationnel en éducation à la petite enfance. Vandenbroeck et ses collaborateurs (2016) vont au-delà de l’accent mis sur les individus et les équipes en identifiant deux autres niveaux nécessaires pour des systèmes compétents d’apprentissage professionnel : des partenariats entre les programmes locaux de l’éducation à la petite enfance et les institutions sociales, culturelles et éducatives (collèges et universités); et la gouvernance en matière de vision, de finances et de suivi. Dans le contexte canadien, la <em>Fédération canadienne des services de garde à l’enfance</em> a également souligné l’importance d’une stratégie cohérente visant à renforcer la main-d’œuvre en services de garde éducatifs (CCCF, 2016). Toutefois, l’éducation à la petite enfance au Canada relève des gouvernements provinciaux et territoriaux. Par conséquent, les conditions, les règlements, les exigences de certification, les programmes et les systèmes d’éducation varient considérablement d’une province ou d’un territoire à l’autre. Les exigences en matière d’éducation pour la qualification, par exemple, peuvent comprendre une formation non formelle (dans les Territoires du Nord-Ouest et au Nunavut), une formation de courte durée, un certificat d’un an ou un diplôme de deux ans. Cela complique les efforts pour définir qui est le professionnel de la petite enfance et quelles sont les possibilités constitutives de l’apprentissage professionnel (Prochner <em>et al</em>., 2016). Bien que ces disparités puissent entraver l’élaboration d’une stratégie cohérente, Campbell et ses collaborateurs (2016) ont récemment affirmé que l’on pourrait approfondir les apprentissages, en partageant et en appréciant la riche diversité des approches en matière d’apprentissage professionnel, à la fois au sein des provinces et des territoires et intra provinces et territoires. De plus, des exemples provenant d’autres pays permettraient d’élargir la discussion et d’élargir notre compréhension des possibilités (Vandenboreock <em>et al</em>., 2016).</p><p>Ce numéro spécial est donc consacré aux partages d’histoires d’espoir et d’actions concertées, reliant la théorie à la pratique. Nous attendons des propositions canadiennes et internationales liées aux pratiques d’apprentissage professionnel qui s’étendent au-delà des programmes individuels, mettant en vedette des partenariats et des efforts de mobilisation communautaire à l’intérieur et à travers différents contextes éducatifs liés à la petite enfance (Centres de la Petite Enfance, maternelle, halte-garderie, etc.) et en lien avec diverses thématiques : philosophiques, pratiques, critiques, transformatrices, personnelles et d’espoir. Chaque soumission répondra à une ou à plusieurs des questions clés, y compris, mais sans s’y limiter à :</p><ul><li>Comment conceptualiser l’apprentissage professionnel en éducation à la petite enfance?</li><li>Comment établir et maintenir des partenariats efficaces pour favoriser l’apprentissage professionnel?</li><li>Quelles stratégies de mobilisation communautaire transformatrice pourraient être partagées?</li><li>Comment les stratégies novatrices peuvent-elles être appliquées à une plus grande échelle?</li><li>Comment les pratiques d’évaluation et d’apprentissage professionnelles peuvent-elles être perturbées?</li><li>Quelle histoire de l’apprentissage professionnel avez-vous besoin de (ou voulez-vous) raconter?</li><li>Comment votre communauté a-t-elle été transformée par une activité, une pratique ou un évènement ou particuliers?</li><li>Comment la vie et l’avenir des enfants peuvent-ils être façonnés positivement par l’engagement dans les partenariats et la mobilisation?</li><li>Où pourrions-nous être dans 5, 10 ou 15 ans?</li></ul><p>Nous accepterons des soumissions dans des formats multiples, y compris des articles de recherche, des articles théoriques, des pièces multimédias, des œuvres d’art, des recensions de livres, etc. Ils peuvent être présentés en anglais, en français ou dans toute langue autochtone canadienne reconnue.</p><p>La date limite pour les soumissions est fixée au 1^er aout 2017.</p><p> </p><p>References</p><p>Campbell, C., Osmond-Johnson, P., Faubert, B., Zeichner, K., Hobbs-Johnson, A. with S. Brown, P. DaCosta, A. Hales, L. Kuehn, J. Sohn, &amp; K. Steffensen (2016). <em>The state of educators’ professional learning in Canada</em>. Oxford, OH: Learning Forward.</p><p>Canadian Child Care Foundation [CCCF], (2016). <em>An Early Learning and Child Care Framework for Canada’s Children</em>. Retrieved from: http://www.cccf-fcsge.ca/wp-content/uploads/CCCF_Framework-ENG.pdf</p><p>Colmer, K., Waniganayake, M. &amp; Field, L. (2014). Leading professional learning in early childhood centres: who are the educational leaders<em>?, Australasian Journal of Early Childhood</em>, 39(4), 103-113.</p><p>Helterbran, V.R. &amp; Fennimore, B.S. (2004). Early childhood professional development: Building from a base of teacher investigation. <em>Early Childhood Education Journal, 31</em>(4), 267-271.</p><p>Lazarri, A., Picchio, M., &amp; Musatti, T. (2013). Sustaining ECEC quality through continuing professional development: systemic approaches to practitioners’ professionalization in the Italian context. <em>Early Years: An International Research Journal, 33</em>(2), 133-145.</p><p>Munton, T., Mooney, A., Moss, P., Petrie, P., Calrk, A., Woolner, J. et al., (2002). <em>Research on ratios, group size, and staff qualifications and training in early years and childcare settings</em>. London: University of London.</p><p>Penn, H. (2009). <em>Early childhood education and care: Key lessons from research for policy makers</em>. Brussels: Nesse.</p><p>Prochner, L., Cleghorn, A., Kirova, A., &amp; Massing, C. (2016). <em>Teacher education in diverse settings: Making space for intersecting worldviews</em>. Rotterdam, The Netherlands: Sense Publishers.</p><p>Thomas, S., &amp; Packer, D. S. (2013). A Reflective Teaching Road Map for Pre-service and Novice Early Childhood Educators. <em>International Journal of Early Childhood Special Education</em>, <em>5</em>(1), 1-14.</p><p>Vandenbroeck, M., Peeters, J., Urban, M. &amp; Lazzari, A. (2016). Introduction. In M. Vandenbroeck, M. Urban &amp; J. Peeters (Eds.) <em>Pathways to Professionalism in Early Childhood Education and Care</em>, (pp. 1-14). London: Routledge.</p><p>Vangrieken, K., Dochy, F., &amp; Raes, E. (2016). Team learning in teacher teams: team entitativity as a bridge between teams-in-theory and teams-in-practice. <em>European Journal Of Psychology Of Education - EJPE (Springer Science &amp; Business Media B.V.)</em>, <em>31</em>(3), 275-298. doi:10.1007/s10212-015-0279-0</p>