La résolution de conflits familiaux chez les Canadiennes musulmanes à Montréal : un système de justice parallèle?

Cet article présente, à partir de données tirées d’entrevues menées lors d’une recherche qualitative entreprise à Montréal (2005-2007), les différents modes alternatifs de résolution de conflit, leurs acteurs et processus, sollicités par les Canadiennes musulmanes vivant des conflits familiaux. L’analyse des discours de ces acteurs et des Canadiennes musulmanes nous a amené à conclure qu’il n’y a pas, à Montréal, de système juridique musulman, informel et organisé qui existerait en parallèle au système judiciaire étatique. Nous avons plutôt découvert l’existence de différents processus au coeur desquels on retrouve le conseiller religieux. Dans ces processus, ce sont davantage son rôle de conseil, la négociation et le consentement du couple ainsi que leur bonne volonté qui sont mis en exergue, qu’un quelconque pouvoir de trancher un litige du conseiller.This article is based on qualitative research conducted in Montreal between 2005 and 2007 on alternative modes of conflict resolution that are sought by Canadian Muslim women who experience family disputes. Analysis of the narratives of the social actors in processes of conflict resolutions and of Canadian Muslim women leads us to conclude that there is no such thing as an unofficial and organized Muslim legal system in Montreal that exists parallel to the State justice system. Instead, as we note, there are a variety of processes centered around individual religious counselors. These processes depend more on the advice of the counselor, as well as on the negotiation and the consent of the couple, backed by their good will, rather than on any adjudicative role of the counsellor

Cheminement de décrocheurs et de décrocheuses

L’objectif de cette étude à méthodologie mixte menée auprès de 32 décrocheurs est d’identifier les facteurs de risque d’abandon scolaire et de décrire leurs cheminements dans leurs milieux de vie. Un volet quantitatif sert à identifier les facteurs de risque, alors qu’un volet qualitatif permet de décrire le vécu des participants. Les résultats montrent que les participants ont fait face à un cumul de facteurs de risque alors qu’ils étaient inscrits à l’école secondaire. Aussi le discours des jeunes montre-t-il que, pour plusieurs, les difficultés vécues à l’enfance dans la famille les ont conduits progressivement vers l’abandon. Les difficultés rencontrées en milieu scolaire sont parfois attribuables à l’élève, parfois à son interaction avec ce milieu et ses intervenants.The aim of this study is to identify the risk factors for leaving school and to describe progress in the lives of 32 dropout students. Using a mixed methodology, a quantitative aspect identifies risk factors, while a qualitative one describes the participants’ experiences. The results show that participants have experienced a number of risk factors while enrolled in secondary school. As well, the remarks of many of them show that the difficulties experienced in their childhood with their families have led them progressively towards dropping out of school. Difficulties experienced in the school environment are sometimes attributed to the student himself, and sometimes to the interaction with this milieu and school personnel.El objetivo de este estudio, a metodología mixta conducido con 32 alumnos que han abandonado los estudios, es identificar los factores de riesgo de abandono escolar y describir sus desarrollos en sus ámbitos de vida. Una vertiente cuantitativa sirve a identificar los factores de riesgo, mientras que otra, cualitativa, permite describir la vivencia de los participantes. Los resultados muestran que los participantes se enfrentaron a un cúmulo de factores de riesgo mientras cursaban la secundaria. Asimismo el discurso de los jóvenes muestra que, para muchos, las dificultades sufridas durante la infancia en la familia les llevaron progresivamente hacia el abandono. Las dificultades encontradas en el medio escolar son a veces atribuibles al alumno y a veces a su interacción con este medio y sus educadores

Comparing Horizontal and Vertical Surfaces for a Collaborative Design Task

We investigate the use of different surface orientations for collaborative design tasks. Specifically, we compare horizontal and vertical surface orientations used by dyads performing a collaborative design task while standing. We investigate how the display orientation influences group participation including face-to-face contact, total discussion, and equality of physical and verbal participation among participants. Our results suggest that vertical displays better support face-to-face contact whereas side-by-side arrangements encourage more discussion. However, display orientation has little impact on equality of verbal and physical participation, and users do not consistently prefer one orientation over the other. Based on our findings, we suggest that further investigation into the differences between horizontal and vertical orientations is warranted

An administrator competency in equity and diversity : new frames of reference and training : an executive summary

Ce document est une traduction de : Synthèse du rapport "Les compétences des directions en matière d’équité et de diversité : pistes pour les cadres de référence et la formation" du Groupe de travail sur les compétences et la formation des directions en matière d’équité et de diversité

Pharmacological interventions for agitation in patients with traumatic brain injury: protocol for a systematic review and meta-analysis

Abstract Background Traumatic brain injury (TBI) is a worldwide leading cause of mortality and disability. Among TBI complications, agitation is a frequent behavioural problem. Agitation causes potential harm to patients and caregivers, interferes with treatments, leads to unnecessary chemical and physical restraints, increases hospital length of stay, delays rehabilitation, and impedes functional independence. Pharmacological treatments are often considered for agitation management following TBI. Several types of agents have been proposed for the treatment of agitation. However, the benefit and safety of these agents in TBI patients as well as their differential effects and interactions are uncertain. In addition, animal studies and observational studies have suggested impaired cognitive function with the use of certain antipsychotics and benzodiazepines. Hence, a safe and effective treatment for agitation, which does not interfere with neurological recovery, remains to be identified. Methods/design With the help of Health Sciences librarian, we will design a search strategy in the following databases: PubMed, Ovid MEDLINE®, EMBASE, CINAHL, PsycINFO, Cochrane Library, Google Scholar, Directory of Open Access Journals, LILACS, Web of Science, and Prospero. A grey literature search will be performed using the resources suggested in CADTH’s Grey Matters. We will include all randomized controlled, quasi-experimental, and observational studies with control groups. The population of interest is all patients, including children and adults, who have suffered a TBI. We will include studies in which agitation, not further defined, was the presenting symptom or one of the presenting symptoms. We will also include studies where agitation was not the presenting symptom but was measured as an outcome variable and studies assessing the safety of these pharmacological interventions in TBI patients. We will include studies evaluating all pharmacological interventions including beta-adrenergic blockers, typical and atypical antipsychotics, anticonvulsants, dopamine agonists, psychostimulants, antidepressants, alpha-2-adrenergic agonists, hypnotics, and anxiolytics. Discussion Although agitation is frequent following TBI and pharmacological agents that are often used, there is no consensus on the most efficacious and safest strategy to treat these complications. There is a need for an updated systematic review to summarize the evidence in order to inform practice and future research. Systematic review registration PROSPERO CRD4201603314

Interprofessional collaborative practice within cancer teams: Translating evidence into action. A mixed methods study protocol

<p>Abstract</p> <p>Background</p> <p>A regional integrated cancer network has implemented a program (educational workshops, reflective and mentoring activities) designed to support the uptake of evidence-informed interprofessional collaborative practices (referred to in this text as EIPCP) within cancer teams. This research project, which relates to the Registered Nurses' Association of Ontario (RNAO) Best Practice Guidelines and other sources of research evidence, represents a unique opportunity to learn more about the factors and processes involved in the translation of evidence-based recommendations into professional practices. The planned study seeks to address context-specific challenges and the concerns of nurses and other stakeholders regarding the uptake of evidence-based recommendations to effectively promote and support interprofessional collaborative practices.</p> <p>Aim</p> <p>This study aims to examine the uptake of evidence-based recommendations from best practice guidelines intended to enhance interprofessional collaborative practices within cancer teams.</p> <p>Design</p> <p>The planned study constitutes a practical trial, defined as a trial designed to provide comprehensive information that is grounded in real-world healthcare dynamics. An exploratory mixed methods study design will be used. It will involve collecting quantitative data to assess professionals' knowledge and attitudes, as well as practice environment factors associated with effective uptake of evidence-based recommendations. Semi-structured interviews will be conducted concurrently with care providers to gather qualitative data for describing the processes involved in the translation of evidence into action from both the users' (n = 12) and providers' (n = 24) perspectives. The Graham <it>et al. </it>Ottawa Model of Research Use will serve to construct operational definitions of concepts, and to establish the initial coding labels to be used in the thematic analysis of the qualitative data. Quantitative and qualitative results will be merged during interpretation to provide complementary perspectives of interrelated contextual factors that enhance the uptake of EIPCP and changes in professional practices.</p> <p>Discussion</p> <p>The information obtained from the study will produce new knowledge on the interventions and sources of support most conducive to the uptake of evidence and building of capacity to sustain new interprofessional collaborative practice patterns. It will provide new information on strategies for overcoming barriers to evidence-informed interventions. The findings will also pinpoint critical determinants of 'what works and why' taking into account the interplay between evidence, operational, relational micro-processes of care, uniqueness of patients' needs and preferences, and the local context.</p

Diverse perspectives on interdisciplinarity from the Members of the College of the Royal Society of Canada

Various multiple-disciplinary terms and concepts (although most commonly “interdisciplinarity”, which is used herein) are used to frame education, scholarship, research, and interactions within and outside academia. In principle, the premise of interdisciplinarity may appear to have many strengths; yet, the extent to which interdisciplinarity is embraced by the current generation of academics, the benefits and risks for doing so, and the barriers and facilitators to achieving interdisciplinarity represent inherent challenges. Much has been written on the topic of interdisciplinarity, but to our knowledge there have been few attempts to consider and present diverse perspectives from scholars, artists, and scientists in a cohesive manner. As a team of 57 members from the Canadian College of New Scholars, Artists, and Scientists of the Royal Society of Canada (the College) who self-identify as being engaged or interested in interdisciplinarity, we provide diverse intellectual, cultural, and social perspectives. The goal of this paper is to share our collective wisdom on this topic with the broader community and to stimulate discourse and debate on the merits and challenges associated with interdisciplinarity. Perhaps the clearest message emerging from this exercise is that working across established boundaries of scholarly communities is rewarding, necessary, and is more likely to result in impact. However, there are barriers that limit the ease with which this can occur (e.g., lack of institutional structures and funding to facilitate cross-disciplinary exploration). Occasionally, there can be significant risk associated with doing interdisciplinary work (e.g., lack of adequate measurement or recognition of work by disciplinary peers). Solving many of the world’s complex and pressing problems (e.g., climate change, sustainable agriculture, the burden of chronic disease, and aging populations) demand thinking and working across long-standing, but in some ways restrictive, academic boundaries. Academic institutions and key support structures, especially funding bodies, will play an important role in helping to realize what is readily apparent to all who contributed to this paper—that interdisciplinarity is essential for solving complex problems; it is the new norm. Failure to empower and encourage those doing this research will serve as a great impediment to training, knowledge, and addressing societal issues