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A Difference-in-Differences Approach to Assess the Effect of a Heat Action Plan on Heat-Related Mortality, and Differences in Effectiveness According to Sex, Age, and Socioeconomic Status (Montreal, Quebec).
BackgroundThe impact of heat waves on mortality and health inequalities is well documented. Very few studies have assessed the effectiveness of heat action plans (HAPs) on health, and none has used quasi-experimental methods to estimate causal effects of such programs.ObjectivesWe developed a quasi-experimental method to estimate the causal effects associated with HAPs that allows the identification of heterogeneity across subpopulations, and to apply this method specifically to the case of the Montreal (Quebec, Canada) HAP.MethodsA difference-in-differences approach was undertaken using Montreal death registry data for the summers of 2000-2007 to assess the effectiveness of the Montreal HAP, implemented in 2004, on mortality. To study equity in the effect of HAP implementation, we assessed whether the program effects were heterogeneous across sex (male vs. female), age (â„ 65 years vs. < 65 years), and neighborhood education levels (first vs. third tertile). We conducted sensitivity analyses to assess the validity of the estimated causal effect of the HAP program.ResultsWe found evidence that the HAP contributed to reducing mortality on hot days, and that the mortality reduction attributable to the program was greater for elderly people and people living in low-education neighborhoods.ConclusionThese findings show promise for programs aimed at reducing the impact of extreme temperatures and health inequities. We propose a new quasi-experimental approach that can be easily applied to evaluate the impact of any program or intervention triggered when daily thresholds are reached. Citation: Benmarhnia T, Bailey Z, Kaiser D, Auger N, King N, Kaufman J. 2016. A difference-in-differences approach to assess the effect of a heat action plan on heat-related mortality, and differences in effectiveness according to sex, age, and socioeconomic status (Montreal, Quebec). Environ Health Perspect 124:1694-1699;âhttp://dx.doi.org/10.1289/EHP203
Heine, Bernd & Nurse, Derek, eds. â African Languages. An Introduction. Cambridge-New York, Cambridge University Press, 2000, 396 p.
Cet ouvrage a Ă©tĂ© dirigĂ© par deux spĂ©cialistes de linguistique africaine : tout dâabord Bernd Heine, prĂ©sident de la commission permanente des congrĂšs mondiaux de linguistique africaine, professeur de linguistique africaine Ă lâUniversitĂ© de Cologne, et Dereck Nurse, professeur au dĂ©partement de linguistique de Newfoundland (Canada). Lâobjectif de cet important volume est dâintroduire la problĂ©matique des langues africaines en tentant de couvrir les champs Ă la fois de la linguistique et de l..
ThĂ©ories et modĂšles Ă lâĂ©preuve du terrain : la mobilitĂ© comme enjeu de formation
Le texte de Marisa Cavalli et Myriam Egli suscite une rĂ©flexion concernant la relation Ă tisser entre les thĂ©ories socio-constructiviste et le dispositif proposĂ©. Mis Ă lâĂ©preuve dâun public comme les enfants migrants en France, cet article questionne les dimensions potentiellement traumatiques de la mobilitĂ© de ces publics, les notions de vitesse et de distance relatives Ă lâinclusion, les sentiments dâappartenances et de communautĂ©s qui sont des sujets dâune brulante actualitĂ©.Marisa Cavalli and Myriam Egliâs paper gives rise to a reflection on the relationship between socio-constructivist theories and the programme they have designed. The aim of our text is to question this relation regarding migrant children pupils in France specifically. This article questions the potentially traumatic dimensions of the mobility of these students, the notions of speed and distance towards inclusion, and feelings of belonging to communities. These topics are of the upmost importance in the context of todayâs mobility
Les mobilités : quels enjeux pour la didactique des langues et des cultures ?
Ce numĂ©ro de revue fait suite Ă une journĂ©e dâĂ©tudes de lâAssociation des chercheurs et enseignants didacticiens des langues Ă©trangĂšres (Acedle) intitulĂ©e Notions en questions en didactiques des langues et qui portait sur le thĂšme les mobilitĂ©s. Cette journĂ©e dâĂ©tude, organisĂ©e le 26 janvier 2018 conjointement par lâAcedle et lâĂ©quipe Parole et Discours : fonctionnement/dysfonctionnement et appropriation de Praxiling de lâUniversitĂ© Paul-ValĂ©ry Montpellier 3 a explorĂ© la notion de mobilitĂ©s d..
Conscience collective et autoconscience dans lâenseignement / apprentissage du français langue seconde et de scolarisation : quand lâinterculturel et le plurilinguisme sont en jeu
This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences.This article explores the issue of the collective consciousness and self-consciousness in teaching and learning foreign languages. A review of the literature on the current issues of interculturality and plurilingualism in relation to the notions of consciousness and self-consciousness is first detailed. The issue raised allows us to question the impact of this consideration in terms of the consequences of this work on class dynamics. In fact, can the awareness and self-awareness of learners regarding intercultural and plurilingual practices exist outside of a co-construction with other learners, with the teacher? The research methodology is based on an analysis of interactions in the language class which brings into play these intercultural and plurilingual approaches (resulting from the LISTIAC and FLSCAN projects). It reports significant results on the co-construction of consciousness and emerging self-consciousness in the language class about the singular universals of languages and cultures. The discussion shows the value of a collective, and no longer purely personal understanding (for the learner) of consciousness and self-awareness of these plurilingual and cultural experiences
Neighbourhood Income and Neonatal, Postneonatal and Sudden Infant Death Syndrome (SIDS) Mortality in Canada, 1991-2005
[à l'origine dans / Was originally part of : ESPUM - Dép. médecine sociale et préventive - Travaux et publications]CONTEXTE : La mortalité infantile a diminué au Canada depuis les
années 1990 et 2000 mais nous ignorons si toutes les classes socioéconomiques
ont bénéficié également de ce progrÚs.
OBJECTIFS : La présente étude portait sur les différences entre les taux
de mortalité néonatale et postnéonatale et de mort subite du nourrisson
entre les diffĂ©rents quintiles de revenu des quartiers au Canada de 1991 Ă
2005.
MĂTHODES : Le fichier couplĂ© des naissances vivantes et des dĂ©cĂšs
infantiles au Canada a Ă©tĂ© utilisĂ© Ă lâexclusion des naissances survenues en
Ontario, au Yukon, dans les Territoires du Nord-ouest et au Nunavut. Les
taux de mortalité néonatale et postnéonatale et de mort subite du
nourrisson ont été calculé par quintile de revenu des quartiers et par
période (1991-1995, 1996-2000, 2001-2005). Les rapports de risque
(RR) ont été calculés par quintile de revenu et période avec ajustement
pour la province de rĂ©sidence, lâĂąge de la mĂšre, la paritĂ©, le sexe du
nourrisson et les naissances multiples.
RĂSULTATS : En zone urbaine, pour toute la pĂ©riode Ă©tudiĂ©e (1991-
2005), le quintile de revenu le plus pauvre avait un risque plus élevé de
mortalité néonatale (RR ajusté 1,24; IC 95% 1,15-1,34), de mortalité
postnéonatale (RR ajusté 1,58; IC 95% 1,41-1,76) et de mort subite du
nourrisson (RR ajusté 1,83; IC 95% 1,49-2,26) par rapport au quintile le
plus riche. Les taux de mortalité post néonatale et de mort subite du
nourrisson ont décliné respectivement de 37 % et de 57 % de 1991-
1995 Ă 2001-2005 alors que le taux de mortalitĂ© nĂ©onatale nâa pas
changé de façon significative. Cette diminution de la mortalité
postnéonatale et de la mort subite du nourrisson a été observée dans
tous les quintiles de revenu.
CONCLUSION : Malgré une diminution de la mortalité postnéonatale et
du syndrome de mort subite du nourrisson dans tous les quintiles de
revenu, les inégalités subsistent au Canada. Ce résultat démontre le
besoin de stratégies efficaces de promotion de la santé visant
spécifiquement les populations vulnérables.
MOTS CLĂS : mort subite du nourrisson; mortalitĂ© infantile; statut socioĂ©conomiqu
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