Highlights of the CHA Survey on the Status of Women, 1989

In the spring of 1989, a survey was conducted of individuals and departments of history (in universities primarily) in order to update information from a previous survey and to examine both the actual career paths of women and men in the profession and their attitudes toward the status of women. One hundred and twenty-three me

Labor supply dynamics, unemployment and experience in the labor market

In the last decades, OECD labor markets faced important labor supply changes with the arrival of women and the cohorts of the baby-boom. Using a survey where workers declare their true employment experience, this paper argues that these supply trends imply more inexperienced workers. It then investigates the consequences of this fact on the skill composition of the labor force, between-groups wage inequality and the level of unemployment. The main result is that a labor market with wage rigidities may not recover from such a temporary labor supply shock : with a younger and less experienced labor force, there is higher unemployment among low-experience workers, they do not accumulate enough on-the-job human capital, this reduces in the long-run the supply of skilled (experienced) workers and the demand for unskilled workers. This intertemporal multiplication of supply shocks generates multiple equilibria, and the rigid economy is stuck to the bad equilibrium even after the shock. In a competitive labor market, in contrast, wage inequality and notably, the wage return to expérience becomes higher but there is no persistence of the supply shock.Wage inequality, Education, Experience

Expérience scolaire, expérience sportive : deux expériences à concilier

Mon travail traite de l’expérience sportive et scolaire de jeunes suivant une formation pour une discipline sportive à haut niveau. Je me suis particulièrement intéressée aux motivations qui incitent les jeunes à vouloir concilier les deux expériences, aux logiques de fonctionnement qui permettent de réussir sur les tableaux scolaires et sportifs, ainsi qu’aux difficultés éventuelles qu’ils peuvent rencontrer dans leur parcours. Pour tenter de répondre à mes questions de recherche, j’ai réalisé des entrevues avec des jeunes sportifs scolarisés à l’école primaire et secondaire, ainsi qu’avec une jeune adulte qui continue de s’investir pour sa passion de manière professionnelle. Il ressort de ce travail que suivant l’objectif fixé, les jeunes donneront un sens différent à l’école et à la pratique sportive. De plus, malgré des parcours bien différents, nous retrouvons beaucoup de similitudes avec les aspects traités dans le cadre théorique concernant les contraintes que peuvent poser la pratique intense d’un sport à côté de l’école, les critères importants pour la réussite des deux expériences. Finalement, il a été révélé que le rôle de l’entourage est déterminant et que les jeunes sportifs questionnés possèdent des logiques de fonctionnement assez similaires

Enfants-soldats au Nigeria : les romanciers témoignent

During an interview, Ishmael Beah, conscripted in Sierra Leone when he was 13, testified to the fact that the rights of child‐soldiers were constantly violated. In recent years, the plight of these soldiers defined as “anyone under the age of eighteen who is part of any kind of regular or irregular armed force or armed group in any capacity”, started attracting the world’s attention, following the conflicts which have been ravaging most of the African continent for the last century. While former Biafrans and foreigners who experienced the conflict first hand wrote about casualties and the plight of refugees, the stories of young boys conscripted into the Biafran army has so far attracted very little attention. The present study seeks to assess the impact of the recruiting of child-soldiers during the Nigerian civil war on four Nigerian novelists: Abani, Adichie, Iweala and Saro-Wiwa

Motivating Students by Active Learning in the History Classroom

The highest challenge we face as classroom teachers is to motivate our students to love history as we do, and to be joyously involved with the texts, themes, issues, and questions of history that interest and excite us. Although our students may seem less well motivated or prepared these days, ultimately the responsibility for their motivation rests with us. The purpose of this article is to suggest several practical strategies for involving students more actively in our history classrooms as a way of instilling in them more responsibility for their own learning, and, therefore, a greater love of history

Making History Work

The University College of the Fraser Valley is making history work - in more ways than one. The Department of History at UCFV, situated an hour’s drive east of Vancouver, has developed a novel eight-month course which places third-year History students with employers in the community, enabling them to apply the skills they have acquired through academic studies in a variety of work environments