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Revue "Le Mag de l'INPH" n°4 - Janvier 2015 LES FONDAMENTAUX : Distribution des rôles Les directeurs d’hôpitaux sont des fonctionnaires, agents publics de la fonction publique hospitalière. A l’instar des PH : ›› Ils ont un statut ; ›› qui les fait appartenir à un corps (groupe d’agents publics de même statut et appelés à occuper le même emploi) ; ›› qui lui-même appartient à une catégorie hiérarchique, en l’occurrence la catégorie hiérarchique. ›› La rémunération, est basée sur des émoluments mensuels (dépendant de leur échelon, grade et corps statutaire) auxquels s’ajoutent des primes et rémunérations. ›› Ils sont recrutés par un concours national organisé par le CNG et ouvert par un arrêté du ministre chargé de la Santé. ›› Ils sont nommés par le CNG. Mais contrairement aux PH (Cf. le MAG 2 : statut du PH) : ›› Ils sont fonctionnaires c’est-à-dire qu’ils sont soumis à la hiérarchie et en sont notamment dépendants pour leur avancement d’échelon et l’attribution de leurs primes. ›› Leur corps comprend deux grades. Rappelons que les grades sont des paramètres d’avancement déterminés par la hiérarchie et déterminant les émoluments mensuels. ›› Les directeurs perçoivent une prime de fonction avec une part fixe et une part variable, cette dernière indexée sur la réalisation d’objectifs. reseauprosante.fr

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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