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This paper focuses on cyber risks as an emerging threat to global economic stability. Today, the whole risk landscape seems to be undergoing profound changes because of digitalization. The main challenge is finding a compromise between the expected benefits of digitalization and the risks inherent to the new business models it imposes. The rise of cyber risks in global risk mapping certainly requires a reflection on the nature of this risk as well as its extent and consequences, but above all else, hedging responses are required. The cyber-insurance market is responding to this new risk category; however, as an emerging industry, the supply of cyber insurance and reinsurance remains well below the actors' expectations. Undoubtedly, the main difficulties faced by risk managers are those of anticipating, measuring, and quantifying cyber risks. First, the author focuses on the concept of cyber risk, its characteristics and scope, and the sphere of its stakes. Second, the author emphasizes the issues of cyber-risk anticipation, measurement, and quantification. Third, the author describes the progress made in establishing a framework for managing cyber risk, particularly through the work of the Organization for Economic Cooperation and Development. Finally, the author opens a debate on the new lines of thinking for improving cyber-risk hedging through the financial markets and the use of derivatives, mainly insurance-linked securities.

Keywords: cyber-risque, cartographie des risques, couverture, cyber assurance, produits dérivés, titres assurantiels, cyber risk, risk mapping, risk hedging, cyber insurance, derivatives, insurance-linked securities ()

The purpose of this article is to examine the predictive role of the quality of teacher-child interactions on the development of spatial reasoning in full-time kindergarten four-year-old children in underprivileged settings. The matched sample is made up, on the one hand, of 232 children (130 girls, 102 boys) aged 58.29 months (SD = 4.93), and eight teachers holding a baccalaureate, having in average 12.2 years of teaching experience in preschool (SD = 5.45). Multiple mixed-effect regression analyzes showed that dimensions and sub dimensions of the quality of teacher-child interactions significantly and positively predicted the subtests of the spatial reasoning. This study highlights the importance of improving the quality of interactions in order to promote the development of spatial reasoning in four-year-olds.

Keywords: teacher-child interactions, qualité des interactions, spatial reasoning, raisonnement spatial, preschool education, éducation préscolaire, kindergarten, maternelle

Considering the treatment of pictoral works in the French class and, especially, proposing a pedagogical approach structured in this direction implies shedding light upon this phenomenon with a particular attention paid to its wide range of possibilities. From this standpoint, it seems possible, in corollary, to allot to such a treatment a teaching posture that is as rich in its interculturality as in its authenticity.

Keywords: image commentary, commentaire d’image, French, pédagogie, pedagogical, français, interculturality, interculturalité

Naturalistic interventions, such as activity-based interventions (ABI), use play and daily activities to support development of skills in young children. This article documents the challenges and facilitators encountered by four daycare educators trained and coached to implement ABI to support development of literacy skills. The main challenges identified were lack of time, management of socioemotional issues, and changes to groups of children. Facilitators include physical accommodations and children’s interests. This article highlights the importance of offering a wide range of literacy materials accessible to children.

Keywords: interventions naturalistes, implantation, littératie, milieu de garde, facilitateurs, défis

Few studies have examined the contribution of individual psychological factors to long-term indicators of academic success.This study examines the influence of personality and individual difference factors in relation to retention. In this study, 290 Canadian undergraduate students completed measures of personality, resiliency, perfectionism, and trait Emotional Intelligence in the first semester of their first year, and enrolment status was collected at the end of each academic year for four years. Multinomial logistic regression analysis indicated that only high school grade point average (GPA) and being male predicted a higher likelihood of withdrawing from the program or delaying degree completion, compared to those who completed. The need for future studies with larger samples and consideration of more complex relationships between factors is highlighted.

Keywords: postsecondaire, post-secondary, rétention, retention, persistance, persistence, academic success, réussite scolaire, personality, personnalité

Epistemic artefacts of a physical nature are the material evidence of the work done and produced by students in the course of their learning. According to socio-cultural theory, they can mediate student participation and learning. The role they play, and what this tells us about new forms of teaching such as active learning (AL) in new environments such as active learning classrooms (ALC), had not been explored previously. We used a case study research design and ethnographic methods with 19 instructors from three colleges to explore three research questions based on this gap in the literature. Qualitative coding technique as well as latent class analysis were used to analyse the data, i.e., classroom observations (N=157). Our results confirmed that AL teaching generates physical artefacts. Furthermore, these artefacts play an epistemic role in learning and teaching. Our analyses distinguished four features of these artefacts, expressed as bi-polar modalities: (1) individual and/or collective; (2) private and/or public; (3) analogue and/or digital; and (4) new and/or reused. Other analyses led to more results. It is important to note that the public modality appears to be the most critical for understanding the mediating role of artefacts. We discuss the implications of these public artefacts on how learning and teaching takes place in ALCs and provide suggestions for practitioners using AA pedagogies in ALCs.

Keywords: Active learning, Apprentissage actif, student engagement, engagement des étudiant·es, travail en groupe, group work, collaboration, collaboration, knowledge artifacts, artefacts de connaissances