"Mais qui es-tu, au juste?" : exploration de l'album Fourchon : entre sentiment d'appartenance et quête d'identité

La séquence didactique proposée en ces pages est à réaliser à partir d’une lecture à voix haute de l’album jeunesse Fourchon de Kyo Maclear, traduit en français par Fanny Britt et illustré par Isabelle Arsenault. Cet album qui aborde de façon originale les différences physiques, psychologiques et culturelles a remporté, en 2012, le Prix jeunesse des libraires du Québec. La séquence qui suit s’adresse particulièrement aux élèves des 2e et 3e cycles du primaire, mais pourrait aussi être exploitée avec des écoliers du 1er cycle, voire avec des élèves du début du secondaire, en adaptant quelque peu certaines activités

Élaboration d’un modèle théorique pour étudier le rapport au savoir en didactique de l’histoire et en éducation à la citoyenneté

Ce mémoire a pour objet d’étude la notion du rapport aux savoirs historiques des élèves de l’ordre secondaire. Plus précisément, il sera question des relations existant entre la conception qu’entretiennent les élèves de l’histoire et du métier de l’historien, leur conception de l’action humaine dans l’histoire et leur sentiment d’être eux-mêmes, aujourd’hui, des acteurs politiques effectifs. Ce sujet est ancré dans le contexte de l’introduction des prescriptions en matière d’éducation à la citoyenneté dans le programme d’histoire de niveau secondaire. Cet ajout a pour conséquence d’introduire de nouveaux objectifs en matière d’éducation à la citoyenneté : l’élève, par l’étude de l’évolution démocratique, doit être amené à comprendre le rôle de l’action humaine dans l’histoire, lui faisant ainsi comprendre la valeur de sa propre participation à la vie sociale et politique. Cela étant dit, les recherches montrent que les enseignants et les enseignantes tardent à adopter la terminologie propre aux compétences du programme de formation en histoire et éducation à la citoyenneté et perpétuent un enseignement de l’histoire-récit qui fait la part belle aux grands évènements et aux grands hommes (Bouhon, 2009; Moisan, 2011). De plus, les manuels utilisés laissent peu de place aux individus ou aux groupes d’individus agissants et présentent rarement leurs actions de manière à rendre compte de leur efficacité (Éthier, 2001; Lefrançois, Éthier et Demers, 2011). Enfin, les recherches montrent que les élèves sont enclins à expliquer les changements à l’aide d’une histoire personnalisante, occupée principalement par les grands hommes et les hauts faits de l’histoire politique et militaire (Hallden, 1986 ; Carretero, Jacott, Limon, Lopez-Manjon et Leon, 1994 ; Carretero, Asuncion et Jacott, 1997 ; Tutiaux-Guillon et Fourmond, 1998). En explorant les conséquences complexes de ces différents constats, nous avons ressenti une insatisfaction à l’égard de la capacité d’explication de ce phénomène qu’offrait le champ conceptuel de didactique de l’histoire. Par conséquent, ce mémoire portera sur le transfert de la notion de rapport au savoir au domaine de la didactique de l’histoire à partir de la sociologie et de l’anthropologie. Le modèle théorique proposé a été obtenu grâce à une recherche spéculative qui a été inspirée des méthodes de Martineau, Simard et Gauthier (2001) et de Van der Maren (1996).This thesis explores the relation to historical knowledge of high school students from the province of Quebec. More precisely, we will discuss the relations between student’s conception of history and of the work of historians, student’s conception of human action in history and student’s feeling of their own capacity to effectively participate in the democratic process. The context of this study is the introduction of the recent history and citizenship curriculum in Quebec’s high school that set new objectives in terms of citizenship education: students must now understand the role of human action in history in order to become conscious of their own value as participatory citizens. In this regard, researches show that teachers are resisting this new direction and that they perpetuate a way of teaching in which historical narratives and men of influences are predominants (Bouhon, 2009 ; Moisan, 2011). Furthermore, the textbooks they are using give little importance to ¨ordinary¨ individuals and groups of individuals whose actions were politically effective (Éthier, 2001 ; Lefrançois, Éthier et Demers, 2011). Researches also show that students have the tendancy to explain historical change by attributing to single exceptionnal individuals the responsability for this change (Hallden, 1986 ; Carretero, Jacott, Limon, Lopez-Manjon et Leon, 1994 ; Carretero, Asuncion et Jacott, 1997 ; Tutiaux-Guillon et Fourmond, 1998). This situation brings to light the distorsion existing between the prescriptions of the new history and citizenship education curriculum and the reality of the classroom. While exploring the complex consequences and imbrication of these differents statements, we came upon a sense of insatisfaction towards the concepts and notions that exist in didactic of history. In consequences, this thesis will transfer from sociology and anthropology to our field the notion of ¨relation to knowledge¨ (rapport à l’histoire). The theoretical model that is proposed has been obtained by applying Martineau, Simard and Gauthier (2001) and Van der Maren’s (1996) method of theoretical research

Reducing Hospital Acquired Pressure Ulcers

Pressure ulcers have been a persistent issue in hospitals for many years and continue to remain a major cause of morbidity and mortality. Most hospital acquired pressure ulcers (HAPUs) are considered preventable and are identified by the National Quality Forum as a nurse-sensitive quality indicator. Intensive care patients in particular tend to be at a higher risk to develop PUs and prevention in the intensive care population continues to be a major challenge in many hospitals. Recently, some intensive care units have been utilizing a preventative silicone foam barrier dressing applied to patients admitted to the unit in order reduce the incidence of HAPUs. The purpose of this research was to determine if a silicone foam border dressing applied to medical intensive care patients would result in a decreased sacral HAPU occurrence rate in the medical ICU. The data collection took place at the Miriam Hospital, a 247-bed tertiary care hospital in Providence, Rhode Island. The medical ICU at the Miriam Hospital is a 16-bed unit. A retrospective chart review was conducted on 250 medical records that were coded with ICD-9 codes for pressure ulcers. Group One (treatment group) included medical intensive care unit patients who had preventative dressings applied to the sacrum. Group Two (comparison group) included patients who did not have a preventative dressing applied. Results demonstrated that there was a decrease in the occurrence rate of HAPUs after the preventative dressings were initiated. Recommendations and implications for advanced practice nursing are discussed

The climate change debate and its implications for megacities

Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering; and, (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, Technology and Policy Program, 1999.Includes bibliographical references (p. 86-91).by Jessica Elise LeBlanc.S.M

Decreasing Falls Through Music Therapy in a Long-Term Care Facility

Falls are a continuous problem in long-term care facilities. Elderly people are at an increased risk of falling because of age related deterioration, changes in mental health status, neurological problems, polypharmacy, changes in vision and hearing, musculoskeletal problems or environmental factors. Although many facilities advocate for fall prevention, falls are still the number one cause of accidental death in older people. Over the past several months, a long-term care facility has noticed that a majority of falls happen on the dementia unit around the time of shift change (1900-2100). The goal of this quality improvement project was to decrease the number of falls on the dementia unit at this specific health care facility by decreasing agitation and restlessness before bedtime through relaxing music. A literature review has shown that increases in agitation among residents has been linked to increased falls and that music therapy has been shown to decrease agitation. The aim of this study is to determine if music therapy played from 1900-2100 will decrease the agitation and restlessness of the dementia residents which will then decrease the number of falls on the unit. To measure the effect of music therapy, the number of falls before and after implementation will be compared over a three week period

Parents’ perceptions of children’s psychosocial adaptation during the COVID-19 pandemic in Québec: Comparison with gifted and non-gifted children

Studies conducted in French Canadian schools following the COVID-19 lockdown report that children in a pandemic might have difficulties adapting. Gifted and twice-exceptional children—who might present special needs in this situation—could have different levels of psychosocial adaptation and mental-health needs than other children. This study assessed the psychosocial adaptation of gifted and twice-exceptional children and compared the adaptation levels of these individuals to those of non-identified gifted children. The results show that 62.5% of the gifted children had generally coped well with pandemic conditions, as did the non-identified gifted children (73.9%). Conversely, 59.5% of twice-exceptional children presented difficulties in adapting to the pandemic situation regardless of subscale (e.g., depression, anxiety, aggressiveness). Accordingly, they exhibited more internalized (p \u3c .001) and externalized (p \u3c .001) behaviors than the non-identified gifted children and more externalized behaviors than the gifted (p = .014). The children in the gifted sample exhibited age and gender differences, with the youngest showing more externalized difficulties than the older children and the boys showing more externalized behaviors than the girls. Taken together, these results suggest that giftedness is not an indication of a propensity for developing skills for adapting to pandemic conditions. It appears that having a neurodevelopmental condition associated with giftedness is more significant because the twice-exceptional children had more difficulty adapting than the non-identified gifted and, on some subscales, than the gifted