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L’engagement et le rôle de l’ACEA dans les changements en matière d’évaluation
No full textThis study follows a network-based Assessment Redesign Project at a Canadian university to investigate engagement and sustained implementation. The following strategies were employed in the project: mini-grants, embedded support, a community of practice, and social networks. Assessment facilitators worked in discipline clusters to achieve mutual goals for assessment reform targeted at the authentic assessment of critical thinking and problem-solving. Interviews were conducted with nine of the 25 project members one-year post-implementation. The study adopted a motivational theoretical lens to investigate how the experience of the Assessment Redesign Project affected motivation and the continued adoption or propagation of assessment strategies. Participants commented on how helpful the embedded support had been in building their assessment skills or knowledge. The mini-grants were used (in some cases) to fulfil scholarship of teaching and learning (SoTL) goals. All of those engaged in SoTL demonstrated intrinsic motivation for assessment change and had propagated assessment techniques or activities into other courses. In the few cases where motivation was purely extrinsic, there was no SoTL or continuation of assessment activities. This study highlights the links between SoTL and the longer-term impact of the Assessment Redesign Project. Suggestions are provided for institutions wishing to replicate outcomes from the project.Cette étude suit un projet de refonte de l’évaluation en réseau mené dans une université canadienne pour étudier l’engagement et la mise en oeuvre durable. Les stratégies suivantes ont été employées pour le projet : des mini-bourses, un soutien intégré, une communauté de pratique et des réseaux sociaux. Les facilitateurs et les facilitatrices d’évaluation ont travaillé au sein de groupes de disciplines dans le but de réaliser des objectifs mutuels d’évaluation ciblée sur l’évaluation authentique de la pensée critique et de la résolution de problèmes. Des entrevues ont été menées avec neuf des 25 membres du projet un an après sa mise en oeuvre. L’étude a adopté une approche théorique de la motivation pour enquêter sur la manière dont l’expérience du projet de refonte de l’évaluation avait affecté la motivation et l’adoption continue ou la propagation des stratégies d’évaluation. Les participants et les participantes ont expliqué combien le soutien intégré avait été utile pour renforcer leurs compétences ou leurs connaissances en matière d’évaluation. Les mini-bourses ont été utilisées (dans certains cas) pour répondre aux objectifs d’avancement des connaissances en enseignement et en apprentissage (ACEA). Toutes les personnes impliquées dans l’ACEA ont montré une motivation intrinsèque pour les changements en matière d’évaluation et ont propagé les techniques ou les activités d’évaluation dans d’autres cours. Dans les quelques cas où la motivation était purement intrinsèque, il n’y a eu aucun ACEA ni aucune continuation des activités d’évaluation. Cette étude met en valeur les liens qui existent entre l’ACEA et l’effet à plus long terme du projet de refonte de l’évaluation. Des suggestions sont présentées à l’intention des établissements qui souhaitent reproduire les résultats du projet
Pédagogie autochtone et dimensions culturelles autochtones : Enseigner les sciences dans la perspective des Premiers Peuples
No full textLes autochtones sont peu représentés dans le domaine des sciences, un phénomène observé chez les Premiers Peuples à travers le monde. Plusieurs auteurs mentionnent qu’une des problématiques est liée au fait que les jeunes autochtones ne se reconnaissent pas dans les sciences eurocentriques telles qu’elles sont majoritairement présentées en classe. De nombreux gouvernements ont inséré des perspectives autochtones au sein de leur curriculum scolaire des sciences. Par ailleurs, peu de modèles existent afin d’assurer que les perspectives autochtones soient intégrées en respectant les principes pédagogiques des Premiers Peuples. Dans le présent article sont abordés des éléments de pédagogie et des dimensions culturelles autochtones, entre autres la pédagogie atikamekw, pour développer une approche pédagogique des sciences culturellement signifiante. Ces éléments issus de recherches, récentes et en cours, pourraient permettre d’outiller davantage le personnel de l’éducation afin d’aborder les sciences dans une perspective autochtone.Les autochtones sont peu représentés dans les domaines des sciences, un phénomène observé chez les Premiers Peuples à travers le monde. Plusieurs auteurs mentionnent qu’une des problématiques est liée au fait que les jeunes autochtones ne se reconnaissent pas dans les sciences eurocentriques telles qu’elles sont majoritairement présentées en classe. De nombreux gouvernements ont inséré des perspectives autochtones au sein de leur curriculum scolaire des sciences. Par ailleurs, peu de modèles existent afin de s’assurer que les perspectives autochtones sont intégrées en respectant les principes pédagogique des Premiers Peuples. Dans le présent article sont abordés des éléments des dimensions culturelles autochtones et de la pédagogie autochtone, entre -autres la pédagogie atikamekw, pour développer une approche pédagogique des sciences culturellement signifiante. Ces éléments issus de recherches récentes et en cours pourraient permettre d’outiller davantage le personnel de l’éducation afin d’aborder les sciences dans une perspective autochtone
PTSD Symptom Severity and Overall Quality of Life Pre-and During COVID-19 Among Adults Seeking Housing Support Services
No full textCOVID-19 stay-at-home orders have had far-reaching negative consequences on mental health and quality of life (QOL). This is especially true for vulnerable populations, such as those who are unhoused, as they are more likely than the general population to have been struggling with a mental illness and poor QOL well before the pandemic. This exploratory cross-sectional study explored differences in PTSD symptom severity and overall QOL among a cohort of adults who were seeking housing support services pre-COVID-19 (n = 226 compared to a cohort of adults who were seeking housing support services during COVID-19 (n =205). All data were collected upon enrollment into a permanent supportive housing program. Participants seeking housing support services during COVID-19 compared to pre-COVID-19 were significantly more likely to report higher PTSD symptoms (t=3.14, p=0.001) and poorer QOL (=9.81, p=0.001), however differences were no longer observed at the five percent significance level once several covariates were controlled for in the analysis. Despite the lack of statistical significance at the multivariate level (which is likely a result of challenges with the data and the level of statistical significance selected and not a reflection of true differences between the cohorts), the clinical significance of the findings has implications for planning behavioral health services for unhoused individuals seeking housing support services, especially as we exit the pandemic
A Descriptive Survey Study of International Students’ Experiences at a Canadian University: Challenges, Supports and Suggested Improvements
No full textEvery year a growing number of international students move abroad, predominantly to western countries, to pursue university education. They are motivated by various factors both in their home country as well in the prospective host countries and universities. Many of these reasons can be generally characterized in term of push-pull factors, impelling students to leave home and incentivizing them to pursue university education in other countries. However, upon arrival, international students may encounter a myriad of challenges over the course of their university studies.
A substantial body of research has documented international student challenges but few studies have focused on their experiences in the Canadian context. The current descriptive survey study focuses on international students’ experiences – challenges, personal and institutional supports – during studies at a Canadian university, as well as their suggestions for what additional supports they think would be helpful.
An online survey (n = 712) examined international students challenges within a number of domains: language, financial, academic, environmental and cultural, and personal-social. The majority of the international students reported financial, personal-social challenges. Covid-19 presented additional challenges for most international students. Student employment of various coping strategies (e.g. staying in touch with family) and institutional supports (e.g. international students centre) were also examined. Finally, summarizing the suggestions of student respondents a number of recommendations are made regarding how to improve supports for international students. Study limitations and suggestions for future research are discussed. 
Culture in Social Theory
No full textThis article explores the place of an anthropological concept of culture in contemporary social theory more broadly. The concept of culture in Marxist social theory is explored with an emphasis on the questions of determination, social reproduction, and the problem of social action and agency. Drawing on works from cultural Marxists such as Raymond Williams and Stuart Hall, this article argues for a theory of cultural mediation as key to social reproduction over time
Programme esthétique liminaire et passage du mobile à l'immobile: Les génériques de la série animée Jojo's Bizarre Adventure
No full textIn the Japanese world of comic book production, successful manga automatically go from page to animation. The opening and closing credits of the animated series Jojo's Bizarre Adventure (David Production, 2012-2022) bear the traces of this adaptation process which poses aesthetic problems despite the common graphic origin. These credits, which support the passage from the inert to the mobile - in the tradition of those of the cinema, must present the adaptation as such - it aesthetic proposals - and are also involved in the narration, which alters them in return.Dans le monde japonais de la production de bande dessinée, les manga à succès passent automatiquement de la page à l'animation. Les génériques d'ouverture et de fermeture de la série animée Jojo's Bizarre Adventure (David Production, 2012-2022) portent les traces de ce processus d'adaptation, qui malgré l'origine graphique commune, n'est pas sans poser des problèmes esthétiques. Ces génériques, qui prennent en charge le passage de l'inerte au mobile - dans la tradition de ceux du cinéma, doivent présenter l'adaptation comme telle - ses propositions esthétiques - et sont également impliqués dans la narration de l'œuvre, qui exerce des altérations sur eux en retour
Adèle en Égypte ou l’adaptation-trahison Les Aventures extraordinaires d’Adèle Blanc-Sec (2010) de Luc Besson
No full textIn 2010, film director Luc Besson adapts the saga The Most Extraordinary Adventures of Adele Blanc-Sec (1976-2022) by Jacques Tardi, composed at that time of 9 albums. The work of the cartoonist, considered by many as feminist, anti-militarist and anarchist, is transformed in multiple ways. First, the movie breaks the continuity between the albums by adapting the first (Adele & the Beast, 1976) and fourth (Mummies on Parade, 1978) volumes of the series in random order, by cutting out or inventing characters and plots. Now, Adele is no longer the icy character we know, handing out punches and mockeries, but an elegant mischievous girl. Besson transforms her into a playful adventuress, an equal to Indiana Jones, imagining she travels to Egypt, an exotic land absent from Tardi’s work. For all these reasons, Besson’s film appears to be a mainstream acclimatization, intended for a family audience fond of adventure films, but also international, thanks to the staging of Paris as a tourist destination. Behind these numerous liberties taken with the original work, leading Tardi's labelling of the work as a "treason-adaptation", which pleases the contemporary taste for retrofuturism, the film nevertheless shows a strong homage to the narrative techniques that characterize Tardi’s work. By proposing itself as a transfiction, rather than a simple adaptation, Besson’s Les Aventures extraordinaires d’Adèle Blanc-Sec integrates Tardi’s total universe. It is then seen as an additional narrative to Adele’s adventures, already noticeable in the comics in the form of press clippings or serialized novel adaptations.En 2010, le réalisateur Luc Besson adapte au cinéma la saga Les Aventures extraordinaires d’Adèle Blanc-Sec (1976-2022) de Jacques Tardi, composée à cette date de 9 albums. L’œuvre du bédéaste, considérée par beaucoup comme féministe, antimilitariste et anarchiste, est métamorphosée à plus d’un titre. D’abord, le film rompt la continuité entre les albums en adaptant dans le désordre les premier (Adèle et la Bête, 1976) et quatrième (Momies en Folie, 1978) tomes de la série, dont il retranche ou invente certains personnages et intrigues. À présent, Adèle n’est plus le personnage glacial que l’on connaît, distribuant coups de poings et phrases assassines, mais une élégante espiègle. Encore, Besson la transforme en aventurière potache, égale d’Indiana Jones, imaginant qu’elle accomplit un voyage jusqu’en Égypte, contrée exotique absente de l’œuvre de Tardi. Pour toutes ces raisons, le film de Besson apparaît comme une déclinaison grand public, destinée aussi bien à une audience familiale, friande de films d’aventures, qu’internationale, grâce à la mise en scène d’un Paris touristique. À côté de ces nombreuses prises de liberté avec l’œuvre-source, que Tardi qualifie d’« adaptation-trahison », le film donne à voir un hommage appuyé aux ressorts narratifs qui caractérisent l’œuvre de Tardi. En se proposant comme une transfiction, voire une métafiction, plutôt qu’une simple adaptation, le film Les Aventures extraordinaires d’Adèle Blanc-Sec intègre l’univers total de Tardi. Il se propose comme une mise en récit supplémentaire des aventures d’Adèle, déjà visibles dans les bandes dessinées, sous la forme d’entrefilets de presse ou d’adaptations en romans-feuilletons
Impact of the Canadian Tobacco and Vaping Products Act on e-cigarette use and perceived risk in adolescents
No full textIntroduction: Canada enacted the Tobacco and Vaping Products Act (TVPA) in 2018, which prohibited the sale of e-cigarettes to individuals under 18. However, this law increased the distribution and sale of e-cigarettes to individuals over 18. Presently, there is limited evidence on the impact of the TVPA on adolescents’ use of e-cigarettes. The aim of this study is to assess adolescents’ prevalence and perception of e-cigarette use before and after enactment of the TVPA.
Methods: The Canadian Tobacco, Alcohol and Drugs Survey for 2017 and the Canadian Student Tobacco, Alcohol and Drugs Survey for 2015, 2017, and 2019 were obtained. Using RStudio, we conducted two-way ANOVA with Tukey’s post hoc test. We reported the goodness of fit of each model through its multiple R-squared values and conducted likelihood ratio tests. Results were presented as the mean with 95% confidence intervals.
Results: We found that e-cigarette use was more prevalent in adolescents compared to adults prior to enactment of the TVPA. Interestingly, e-cigarette use in adolescents increased even after enactment of the TVPA, and this law did not impact adolescents’ perceived risk of e-cigarette and conventional cigarette use. Furthermore, e-cigarette use in adolescents was highest in Saskatchewan and Newfoundland and lowest in Quebec and Ontario.
Conclusion: Although the TVPA aimed to reduce e-cigarette use in adolescents, this study demonstrates that the TVPA generated the opposite effect. These findings highlight the need for improved public education and stricter e-cigarette sale regulations
Cardiovascular disease in South Asian Canadians: using risk factors to target primary and secondary prevention
No full textCardiovascular disease incidence and risk profiles vary substantially across ethnicities within Canada, with South Asians carrying a disproportionately high burden of disease. South Asians exhibit high incidences of modifiable risk factors that predispose them to cardiovascular disease: dyslipidemia, hypertension, diabetes, and physical inactivity. As well as a genetic predisposition through elevated lipoprotein(a) levels. Dietary and physical activity prescriptions must consider South Asian culture and barriers they face. These include culturally tailored dietary guidelines and women-only fitness centres. Lipoprotein(a), an atherogenic molecule, is genetically determined and elevated in South Asians but may be modified with antisense oligonucleotide therapy. This therapy warrants consideration as part of the treatment algorithms for South Asians with elevated lipoprotein(a) levels. Introducing these practices into primary and secondary prevention guidelines may reduce the cardiovascular disease burden seen in South Asians