Documents found
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211.More information
Drawn from the experience of a training course for library staff, this testimony questions the methods that libraries can use to counter misinformation through their collections. Libraries, traditionally perceived as places of validated knowledge, must guarantee the quality and reliability of their resources and educate citizens in critical thinking in the face of digital excess and fake news. This article looks at issues relating to acquisitions, the organization of collections and documentary mediation, as well as knowledge of the publishing and scientific world. Tools such as the pyramid of evidence and a library skepticometer are proposed, as well as a protocol to provide librarians with elements for reacting to fake news.
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Les symptômes du trouble déficitaire de l'attention/hyperactivité (TDAH) et les symptômes dépressifs surviennent souvent simultanément chez un enfant. Toutefois, aucun modèle théorique actuel ne vise à expliquer spécifiquement ce patron de cooccurrence. L'objectif principal de cette thèse est de vérifier si un modèle plus général, celui du double échec, permet d'expliquer le développement de ce patron de cooccurrence. Le modèle du double échec postule que les comportements extériorisés prédisent le développement des comportements intériorisés par l'entremise de difficultés scolaires et de difficultés avec les pairs. Cette thèse vérifie d'abord si les symptômes de TDAH prédisent les symptômes dépressifs, en accord avec l'ordre temporel proposé par le modèle du double échec. La contribution des facteurs génétiques et environnementaux aux associations entre les symptômes de TDAH et …
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213.More information
Keywords: Coenseignement, Soutien, Partenariat, Enseignant-ressource, Formation continue, Volontariat
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Analysis of the files of juvenile offenders under a Deferred Custody and Supervision Order (DCDO) identified several interventions that encourage desistance in multi-problem juvenile offenders. This exploratory study shows that youth workers, by supervising and controlling behaviors, supporting rehabilitation, and promoting social and community (re)integration, can contribute to the development of a life goal crucial to the desistance process for multi-problem juvenile offenders. Without such a goal, these multi-problematic offenders are at great risk of embarking on a serious, violent, and chronic criminal career. The analysis ends with three practical recommendations for improving the services offered to those under DCDOs.
Keywords: Désistement assisté, sanctions alternatives, ordonnance différée de placement et de surveillance, délégués à la jeunesse, troubles de santé mentale, Assisted desistance, alternative sanctions, Deferred custody and supervision order, probation agent, mental health problems, Desistimiento asistido, sanciones alternativas, orden diferida de colocación y de supervisión, delegados de la juventud, problemas de salud mental
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The Anglo-Saxon studies on student voice (Cook-Sather, 2002; Fielding, 2007) examined conditions that would allow students to express their experiences on learning, teaching and education. They did not address the issue of student voice for those involved in extra-curricular activities and who are at risk of dropping out of school. We propose examining the possibility of inviting students to speak in televised conversations with their parents and an education specialist. These interviews are excerpts from the Quebec docu-drama «Les Persévérants» (Ferron and Baer, 2014), which describes a school dropout prevention program. Our approach to analyzing discussions with a structural and operational approach is based on the Davis framework (1986). This approach is divided into two stages by describing (a) the themes and tasks performed in each interview and (b) the operations and processes implemented by the education specialist. The results show that students' voices confirm the existence of a preconceived problem identified by the education specialist and legitimizes his or her expertise.
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This article presents some results from a qualitative and exploratory study-intervention conducted with young Quebeckers enrolled at an Adult Education Center. The intervention consisted of offering free-hand drawing sessions where students were invited to explain and interpret their own drawings in a semi-structured interview (Stoltz, 1992; Teixeira, 2008). We rely on the egalitarian concept of the human being according to the principle of the dialogical action of Freire (1982) and adopt the concept of Piagetian intelligence. The analysis of verbatim excerpts through the identification of meaning indicates that participants' progressive understanding of the connections between their drawings and their lives has made them aware of their creative, intellectual and speaking abilities. Their comments regarding the underestimation of their intelligence during their academic journey invite us to reflect on new avenues of research.