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Relevant bibliographies by topics / Programme national de certification des entraîneurs (Canada)

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Academic literature on the topic 'Programme national de certification des entraîneurs (Canada)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Programme national de certification des entraîneurs (Canada)"

1

Lapointe, Gerald. "Sustainable forest management certification: The Canadian programme." Forestry Chronicle 74, no. 2 (1998): 227–30. http://dx.doi.org/10.5558/tfc74227-2.

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In 1994, the Canadian Standards Association (CSA) was asked by a coalition of twenty-three Canadian forest industry associations to undertake development of standards for Sustainable Forest Management (SFM). CSA agreed with the proposal and, for this purpose, formed a Technical Committee with representation from a wide variety of interested parties, including producers, woodlot owners, professionals and scientists, public and environmental groups, and governments. The open process, which was entirely that of CSA, was completed in two years, with the draft standards being approved by the Standa

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2

Savard, Claude. "Témoignage de Claude Savard (Québec), Formateur d'entraîneurs pour le programme national de certification des entraîneurs canadiens, Président de la Commission des entraîneurs à la Fédération de volley-ball du Québec, Professeur au Département Education Physique de l'Université Laval au Québec." Les Cahiers de l'INSEP 16, no. 1 (1996): 29–36. http://dx.doi.org/10.3406/insep.1996.1196.

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3

Yang, P. "Humanities education reform exploration and practice under outcomes-based education (OBE)." Education and science journal 22, no. 2 (2020): 78–97. http://dx.doi.org/10.17853/1994-5639-2020-2-78-97.

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Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of

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4

Cavalcanti, Rodrigo B., Amy C. Hendricks, and Sharon E. Card. "Procedural Skills of a General Internist - Informed by the Front Line." Canadian Journal of General Internal Medicine 12, no. 3 (2017). http://dx.doi.org/10.22374/cjgim.v12i3.163.

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Debate has occurred over many years regarding the ideal procedural skill set for a graduate of a General Internal Medicine (GIM) training program. A mixed methods study was used to establish a list of mandatory and selective procedural skills for all graduates of a 2-year PGY4/5 GIM subspecialty training program. This list was informed by previous literature, a survey of Canadian Society of Internal Medicine (CSIM) members, and a roundtable discussion at the October 2015 CSIM meeting in Prince Edward Island. The study illustrates the remarkable diversity of practice profiles and procedural ski

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Dissertations / Theses on the topic "Programme national de certification des entraîneurs (Canada)"

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El, Hlimi Karim. "Le niveau de formation des entraîneurs québécois des milieux scolaire et non scolaire dans le cadre du Programme national de certification des entraîneurs." Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28627/28627.pdf.

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Leduc, Mélissa. "Analyse de l’apprentissage de formateurs et d’entraîneurs participant au Programme national de certification des entraîneurs." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20667.

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Le but de cette thèse fut de comprendre l’apprentissage de formateurs d’entraîneurs et d’entraîneurs dans le Programme national de certification des entraîneurs. Deux études furent réalisées. La première porte sur l’apprentissage de cinq formateurs au moment d’être formé et en présentant des ateliers à des entraîneurs. La deuxième examine l’apprentissage de onze entraîneurs dans des ateliers. Les données furent collectées à partir de séances d’observation non participante et d’entretiens semi-structurés multiples. Elles furent analysées à partir de la théorie de l’apprentissage humain (J

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