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This article reports on a review of the literature on peer feedback regarding the conditions that optimize and those that reduce its contribution to student learning, whether the student is the sender or receiver of feedback. The conceptual frameworks adopted for this form of student participation and identified effects are presented. The conditions outlined are grouped under three components of the peer feedback activity: teacher intervention, peer interaction, and reflection in and on action within the classroom. They form the practical framework for peer feedback activity in a classroom context, including distance education courses. This practical framework thus suggests ways of doing things and elements to consider when engaging learners of different levels in this activity. In the end, this literature review provides a better understanding of the contributions of a successful peer feedback activity, both for the students who participate and for the teacher who accompanies them.

Keywords: peer learning, apprentissage par les pairs, peer feedback, rétroaction par les pairs, évaluation par les pairs, peer evaluation, notation par les pairs, peer feedback training, peer assessment

This article examines the literature on student engagement in the classroom or school in order to suggest a socio-culturally inspired definition of this construct, one that emphasizes participation in context rather than defining it along three or four dimensions. Six nuclei of activities are distinguished, three at the micro level and three at the macro level: 1) Attention to the teacher's discourse; 2) Direct interaction with the learning object; 3) Interaction with peers to carry out a project, understand the meaning of a question or a problem, explore it further, or even solve it in a learning or knowledge-building community; 4) School attendance; 5) Expected or constructive contribution to the dynamics of a group; 6) Contribution to the environment, to a local or external community. To illustrate these, the PERISCOPE network’s repertory of publications was searched, and 61 publications were selected according to independent criteria. Although the manifestations of student engagement are likely to multiply and diversify, the six activity nuclei have thus passed a first validation test.

Keywords: Attention de l’élève, Student attention, interaction, interaction, objet d’apprentissage, learning object, peers, pairs, community, communauté

This article addresses the question of the interpretation of base-claim clauses in Quebec insurance law. Defined mainly by the doctrine as clauses whose effects consist in assimilating the claim to the claim of the victim, the use of base-claim clauses raise several questions as to their legality on reading articles 2396 of the civil code and 2414 of the same. coded. While the first defines the claim as a damaging event, the second article states the relative public order nature of the provisions of Chapter XV of Title 2 of Book V of the Civil Code, among which is Article 2396 of the Civil Code. Article 2414 states that the provisions of Chapter XV may be subject to a derogation if this benefits the policyholder, the insured, the beneficiary or does not infringe the rights of third parties. However, one of the main effects of base-claim clauses is to considerably restrict the direct action of the third party towards the insurer but, also, to place on the back of the insured the lack of diligence of the injured third party. In the silence of the law, it is then up to the courts to assess the compliance of the basis-claim clauses with public order set out in article 2414 through virtual public order. This article attempts to suggest means of interpretation aimed at establishing the illegality of base-claim clauses.

Keywords: Contract, base-claim clauses, interpretation, clause, public liability insurance, contrat, clause base-réclamation, interprétation, clause, assurance de responsabilité civile

This pilot study explores the perception of kindergarten children regarding their participation during storybook reading in class and their interest in reading, as a proof of concept of using this source of data in extended research. Six children participated in an online, semi-structured individual interview, which was analyzed qualitatively with a thematic analysis (Braun & Clarke, 2013). Results suggest that the children participate when the teacher asks a question to the class, rather than through their own initiative. The participants’ testimonials reveal a certain tension between the children’s participation and the class management provided by their teacher. Results suggest as well that the children’s interest in reading does not necessarily translate into frequent autonomous reading habits in class, nor does it lead to being perceived as a reader. One child had a teacher who received professional development on interactive book reading, and the use of this approach was evident in this child’s interview. The results justify further research on children’s participation during storybook reading and their interest in reading using the perception of children, even as young as kindergarten age, as a source of data. The latter could also be useful for documenting the impact of interventions on reading practices. Verbatims from this study could be incorporated into professional development for teachers.

Keywords: Interactive book reading, lecture interactive, lecture partagée, Shared book reading, participation, Participation, intérêt à la lecture, Interest in reading, Children’s perception, perception des enfants, Communication teacher-child, communication enseignant-enfant

This article explores changes in the international political significance of "strategic minerals" over the past half-century. The method of analysis is comparative historical, or "diachronic", and the major issues examined are: 1) minerals as a cause of international conflict; 2) minerals as a factor contributing to the military potential of states; and 3) the question of mineral scarcity. In addition to the above issues, the author analyzes two central concepts, "geopolitics" and "strategic minerals" . He concludes that while it does make sense to speak of a "new geopolitics of Minerals" in the post-1973 era, there are nevertheless important ways in which recent strategic-minerals issues resemble those of the earlier period under examination, the interwar years (and, in particular, the 1930s). What does not seem to have changed in respect of strategic minerals since the 1930 s is that access to them continues ultimately to be a function of political processes, and therefore the access question remains what it was, a matter of geopolitical concern. Where there have been differences in the relevance of strategic minerals, these have mainly consisted in: 1) the declining importance of minerals as a major contributory factor in the breakdown of world order; 2) the lessening of what had formerly been a deterministic equation between mineral possession and military potential; and 3) the increased salience in the post-1973 era of the perception that access will be affected by the growing scarcity of minerals, whether due to the actual depletion of reserves or politically induced supply disruptions.

Analyses et middle or « lesser » powers, unlike those of great and small powers, have not secured a distinctive place in the international politics literature and have generally not contributed to or borrowed from contemporary theoretical developments. The present study examines the foreign policy behavior of a lesser power (Canada) with an interrelated set of hypotheses drawn from theories explaining behavior as a function of the attributes of targets and actors. The four « relational » attributes employed here are status, salience, similarity, and proximity. Quantitative measures for these relational factors and for five categories of Canadian behavior across 51 (Canada to x) dyads are developed with particular attention being paid to questions of empirical-theoretical fit. Correlational analysis reveals many of the relational attributes and indicators explain a significant amount of variation in the behavior measures. Greater status, salience and proximity generally lead to more frequent Canadian activity. Status differences are particularly strongly related to all five types of dyadic behavior. Similarity appears a less influential factor. A further partial correlation analysis suggests that for Canada the relational attributes are interrelated with each other and with behavior in a patterned way. Greater proximity leads to increased salience, as do greater status and similarity. In turn, greater salience, status and similarity all lead to more frequent behavior of most types. These results tend to support some and refute other general hypotheses about target-actor attributes and behavior, and perhaps suggest some particular features of lesser power activity.

This paper discusses the strengths and weaknesses of three anthropological approaches (interpretive, experiential and explanatory) to requests for intercession in religions and healing rituals. First, an exploration of how Native North Americans have assimilated Roman Catholicism shows how in that process they have constituted Kateri Tekakwitha as the one who heals her devotees. Second, a discussion of the work of those who advocate an experiential approach to the study of rituals illustrates how they come to understand healing powers as they are initiated in religious healing traditions. Finally, the article examines the argument that in response to the cosmic indifference to their existential condition, humans create religious traditions and healing rituals to better confront uncertainty, suffering and death. Throughout the article these three approaches are discussed in the light of the concepts of ‘dispositif' (Foucault and Deleusze) and cognitive dissonance (Fetsinger).