Acceptability of the process of obtaining a driver's license by young people with and without disabilities

Context and objective. Although there are more than 600 driving schools in Quebec (Canada), only one offers fully adapted services to young people with disabilities. To ensure that these services correspond to best practices in the field, they must be aligned with scientific knowledge and the opinions of experts and users regarding driver’s education. This literature review fills a gap concerning the opinions and expectations of young people with and without disabilities and their parents.Methodology. A search of publications in CINAHL, PubMED, ERIC, Social Sciences Full Text, Ergonomics Abstracts, Academic Search Premier, Web of Science, PsychInfo and Current Contents Connect was done on November 2, 2017, with 118 keywords, and another search was conducted on November 8, 2017, in Sociological Abstracts with 68 keywords. After selection, 25 articles were analyzed.Results. Most youths report that the process of obtaining a driver’s license is stressful, anxiety-provoking and sometimes too expensive to initiate at the minimum legal age (16 years in Quebec). Youths with disabilities say that they do not have adequate information on how the process works. They appear to feel less self-efficacy than their peers without disabilities and to have more difficulties with theoretical and practical learning. Nevertheless, obtaining a license conforms with most young people’s values, whether or not they have a disability.Conclusions. Adapted driving schools, and particularly their instructors, need more knowledge of users’ expectations. The results justify the importance of improving and developing more adapted driver’s education for young people with disabilities, ultimately promoting equitable access to the process of obtaining a license.Peer Reviewe

Urinary And Breast Milk Biomarkers To Assess Exposure Ro Naphthalene In Pregnant Women: An Investigation Of Personal And Indoor Air Sources

Naphthalene exposures for most non-occupationally exposed individuals occur primarily indoors at home. Residential indoor sources include pest control products (specifically moth balls), incomplete combustion such as cigarette smoke, woodstoves and cooking, some consumer and building products, and emissions from gasoline sources found in attached garages. The study aim was to assess naphthalene exposure in pregnant women from Canada, using air measurements and biomarkers of exposure

Measuring the burden of infodemics : summary of the methods and results of the fifth WHO infodemic management conference

Background: An infodemic is excess information, including false or misleading information, that spreads in digital and physical environments during a public health emergency. The COVID-19 pandemic has been accompanied by an unprecedented global infodemic that has led to confusion about the benefits of medical and public health interventions, with substantial impact on risk-taking and health-seeking behaviors, eroding trust in health authorities and compromising the effectiveness of public health responses and policies. Standardized measures are needed to quantify the harmful impacts of the infodemic in a systematic and methodologically robust manner, as well as harmonizing highly divergent approaches currently explored for this purpose. This can serve as a foundation for a systematic, evidence-based approach to monitoring, identifying, and mitigating future infodemic harms in emergency preparedness and prevention. Objective: In this paper, we summarize the Fifth World Health Organization (WHO) Infodemic Management Conference structure, proceedings, outcomes, and proposed actions seeking to identify the interdisciplinary approaches and frameworks needed to enable the measurement of the burden of infodemics. Methods: An iterative human-centered design (HCD) approach and concept mapping were used to facilitate focused discussions and allow for the generation of actionable outcomes and recommendations. The discussions included 86 participants representing diverse scientific disciplines and health authorities from 28 countries across all WHO regions, along with observers from civil society and global public health–implementing partners. A thematic map capturing the concepts matching the key contributing factors to the public health burden of infodemics was used throughout the conference to frame and contextualize discussions. Five key areas for immediate action were identified. Results: The 5 key areas for the development of metrics to assess the burden of infodemics and associated interventions included (1) developing standardized definitions and ensuring the adoption thereof; (2) improving the map of concepts influencing the burden of infodemics; (3) conducting a review of evidence, tools, and data sources; (4) setting up a technical working group; and (5) addressing immediate priorities for postpandemic recovery and resilience building. The summary report consolidated group input toward a common vocabulary with standardized terms, concepts, study designs, measures, and tools to estimate the burden of infodemics and the effectiveness of infodemic management interventions. Conclusions: Standardizing measurement is the basis for documenting the burden of infodemics on health systems and population health during emergencies. Investment is needed into the development of practical, affordable, evidence-based, and systematic methods that are legally and ethically balanced for monitoring infodemics; generating diagnostics, infodemic insights, and recommendations; and developing interventions, action-oriented guidance, policies, support options, mechanisms, and tools for infodemic managers and emergency program managers.peer-reviewe

Annotations and the Digital Humanities Research Cycle: Implications for Personal Information Management

The proposed study assesses the creation, use and organization of annotations in the digital humanities research cycle. It is argued that the gap between digital and physical reading practices creates complex personal information collections, forcing the scholar to cope with information fragmentation by adapting his practices within the constraints of the research process. A poster is proposed outlining a research design and early findings regarding this issue

Territoires européens : discours et pratiques de l'élargissement

Traversant l’histoire de l’intégration européenne, l’expansion territoriale de l’Union européenne se pose comme une pratique nécessaire à son unification politique. C’est la proposition qu’explore cet ouvrage, en retraçant et en analysant les caractéristiques particulières du modèle communautaire d’intégration territoriale. S’appuyant sur une vaste recension des discours portant sur les questions de l’élargissement et des frontières depuis les débuts de la construction européenne, l’auteure offre un éclairage politique et transhistorique sur les conditions de possibilité de la répétition pacifique de l’élargissement en territoire européen. À la clé, une réflexion approfondie est menée sur l’impossibilité de tracer frontière en Union européenne sans mettre en péril le projet de paix, de prospérité et de stabilité dont elle est dépositaire

The Annotative Practices of Graduate Students: Tensions & Negotiations Fostering an Epistemic Practice

This research explores the annotation and note-taking practices of graduate students and reports on the sets of activities, habits, objects, tools and methods that define the practice. In particular, this empirical study focuses on understanding the integration of annotation practices within larger scholarly processes. This study therefore aims to describe and analyze annotation not only as material externalities of the research process, but also as crucial epistemic practices allowing students to progress from one research activity to the other. Interviews are supplemented by document collection and analyzed using a multi-perspectival framework. The findings describe an annotation lifecycle and suggest a new model of the scholarly process using annotation practices as units of analysis. The study further discusses annotation as a primitive epistemic practice and examines the productive tensions fostering the student’s progress towards her goals. This research finally proposes requirements for future tools supporting scholarly practice.MAS