316 research outputs found
Toward Reparations Policy In Ghana A study of the Reparations Movement in Ghana, West Africa.
Ghana has a history of being an impetus for Pan-African change. However, the reparations movement that recently gained international attention at the United Nations World Conference Against Racism does not yet have an organized mass-base of consensus of awareness in Ghana. While many people agree that the slave trade and colonialism have contributed to Ghana\u27s problems of poverty, unemployment, and limited educational resources, few have associated these needs with the term reparations
The Adoption of Socio-Technological Environments to Drive Classroom Change
Comprend des références bibliographique
Heterogeneity among homeless Australian women and their reasons for homelessness entry
Many women become homeless each year, both women who are alone and women with children. Both groups face substantial risks to their physical and mental health, as do the children of homeless mothers. Little is known about the similarities and differences between these two groups in terms of their demographic characteristics, their circumstances on presentation to specialist homelessness services, and the factors that have contributed to their homelessness. The current study analysed data from 163 single mothers with children and 126 lone women who presented to a specialist homelessness service in Australia. It found some similarities between groups, but also considerable heterogeneity. Single mothers were more likely to be younger, to have been born overseas, and to have been homeless in the past 12 months. Lone women were more likely to have medical issues, a mental health condition, addiction issues, admission to a psychiatric ward in the past 12 months, and to not be in the labour force. Implications for service delivery are discussed
Housing the âhard-to-houseâ: Examination of homelessness and the impact of Housing First programs in Australia
Homelessness is a globally persistent social and public health concern. Individuals who experience homelessness are not, however, a homogeneous group. Two subgroups with particularly poor individual and social outcomes are homeless people who inject drugs and rough sleepers, yet limited research has examined their needs. These subgroups, which have been characterised as âhard-to-houseâ, may be suitable for supported housing programs such as Housing First. However, there has been little evaluation on the impact of Australian adaptations of the Housing First model on individual outcomes, and whether there are differential impacts based on the type of Housing First configuration (i.e., scattered site or congregated site). This thesis addressed these identified gaps through an examination of the prevalence and correlates of homelessness among people who inject drugs; an examination of homeless individuals based on the length of their rough sleeping history; and a 12-month longitudinal evaluation of outcomes associated with scattered site and congregated site Housing First programs in Sydney, Australia.
A number of important findings emerged from this thesis. Firstly, almost one-quarter of people who inject drugs were currently homeless and self-reported poorer mental health, including schizophrenia, and a greater history of incarceration than their stably housed counterparts. Secondly, chronic rough sleepers were more likely to have a substance use disorder and experience disabling blackouts, fits, or losses of consciousness than homeless individuals who reported shorter histories of rough sleeping. Finally, the 12-month Housing First evaluation revealed that the provision of housing with attached support, regardless of configuration, resulted in improved quality of life and reduced psychological distress. Contrasting findings were identified for criminal justice system engagement, as the number of self-reported criminal justice system contacts decreased among scattered site participants but increased among congregated site participants over 12 months.
Policy and research implications are discussed in terms of service provision. Given that individuals who experience homelessness are not homogeneous, and that configurations of Housing First programs may be associated with differential impacts on individual outcomes, further evidence is needed to identify which configurations of supported housing will be most beneficial for specific homeless subgroups
Technology supported collaborative learning.
"This research is supported by le ministĂšre de l'Ăducation, du Loisir et du Sport dans le cadre du Programme d'aide Ă la recherche sur l'enseignement et l'apprentissage (PAREA)"Titre de la couv.: Technology supported collaborative learning.Titre de l'Ă©cran-titre (visionnĂ© le 10 sept. 2009).Ăgalement disponible en format papier.Bibliogr
Online Extremism and Terrorism Researchersâ Security, Safety, and Resilience:: Findings from the Field
This report presents findings from the REASSURE (Researcher,
Security, Safety, and Resilience) projectâs in-depth interviews with
39 online extremism and terrorism researchers. Based at universities,
research institutes, and think tanks in Europe and North America,
the interviewees studied mainly, albeit not exclusively, far-right and
violent jihadist online activity. The report catalogues for the first
time the range of harms they have experienced, the lack of formalised
systems of care or training, and their reliance therefore on informal
support networks to mitigate those harms
Les réseaux conceptuels collectifs en enseignement et en apprentissage : l'usage de TIC pour relier la science scolaire avec la réalité extérieure /
La présente recherche a été subventionnée par le ministÚre de l'Enseignement supérieur, de la Recherche, de la Science et de la Technologie dans le cadre du Programme d'aide à la recherche sur l'enseignement et l'apprentissage (PAREA).Texte en anglais.DALITEComprend des références bibliographiques
La co-conception pour engager collÚgues et étudiants dans les pédagogies actives en physique
Affiche prĂ©sentĂ©e dans le cadre du colloque de l'ARC «Favoriser lâaccĂšs et le partage par la crĂ©ation dâun observatoire» lors du 86e CongrĂšs de l'Acfas Ă l' UniversitĂ© du QuĂ©bec Ă Chicoutimi (UQAC), les 7 et 8 mai 2018.La pĂ©dagogie active (PA) amĂ©liore nettement lâapprentissage des Ă©lĂšves. Cependant, plusieurs professeurs ont de la difficultĂ© Ă la mettre en oeuvre efficacement. Sans persĂ©vĂ©rance ou conseils, ils se dĂ©couragent et reviennent Ă un style d'enseignement plus traditionnel. Nous prĂ©sentons comment la co-conception d'activitĂ©s a permis lâengagement dâun plus grand nombre de professeurs dans la mise en oeuvre de la PA. La co-conception d'activitĂ©s fait rĂ©fĂ©rence Ă la collaboration entre chercheurs en pĂ©dagogie et professeurs dans la conception de nouvelles PA. Lâobjectif est de maximiser l'engagement et l'apprentissage des Ă©tudiants, tout en considĂ©rant lâimportance de la prĂ©paration et de la rĂ©flexion Ă l'apprentissage. Des activitĂ©s en plusieurs Ă©tapes (avant, pendant et aprĂšs le cours) ont Ă©tĂ© dĂ©veloppĂ©es. Elles utilisent les plateformes numĂ©riques, l'enseignement par les pairs et lâapproche de classe inversĂ©e. Nous avons observĂ© 9 professeurs de physique (15 groupes dâenviron 25-30 Ă©tudiants) Ă plusieurs reprises. Les donnĂ©es qualitatives dĂ©montrent lâadaptabilitĂ© des activitĂ©s : les professeurs enseignant dans diffĂ©rentes salles de cours (traditionnelles ou interactives) ainsi que ceux qui souhaitent utiliser moins de technologies numĂ©riques peuvent tout autant accomplir les activitĂ©s. Nous comparons les diffĂ©rentes mises en oeuvre utilisĂ©es par les professeurs lors de lâexĂ©cution de ces nouvelles activitĂ©s et nous examinons l'Ă©volution des rĂ©alisations Ă©tudiantes
Les retombées de DALITE (Distributed Active Learning Interactive Technology Environment) : un outil en ligne d'apprentissage par les pairs en physique au collégial
Affiche prĂ©sentĂ©e dans le cadre du Colloque de l'ARC, «La recherche collĂ©giale et son milieu : enracinement, dĂ©ploiement et interdĂ©pendance», dans le cadre du 83e CongrĂšs de lâAcfas, UniversitĂ© du QuĂ©bec Ă Rimouski (UQAR), Rimouski, le 27 mai 2015.DALITE, une plateforme collaborative et interactive pour l'apprentissage actif, rĂ©sulte d'une recherche de trois ans subventionnĂ©e par PAREA. Il s'agit d'un outil en ligne conçu pour l'apprentissage par les pairs (AP) en mode asynchrone. Avec DALITE, les Ă©lĂšves justifient par Ă©crit leurs solutions Ă divers problĂšmes, puis analysent leurs justifications en les comparant Ă celles de leurs pairs, consignĂ©es dans une base de donnĂ©es (BD). L'outil permet Ă©galement de suivre la progression de la comprĂ©hension des Ă©lĂšves, car il enregistre toutes leurs rĂ©ponses et justifications. Pour connaĂźtre l'effet de DALITE sur l'Ă©tude de concepts dans un premier cours collĂ©gial de physique (cours de mĂ©canique), nous avons recueilli plus de 7 000 rĂ©ponses et justifications inscrites par les Ă©lĂšves dans une BD contenant plus de 60 problĂšmes et menĂ© des entrevues auprĂšs des Ă©lĂšves, des monitrices et des moniteurs. Nos rĂ©sultats rĂ©vĂšlent que DALITE soutient l'apprentissage de concepts aussi bien que l'AP. Il peut remplacer l'AP en classe, libĂ©rant ainsi du temps pour l'apprentissage actif. Fait important, les Ă©lĂšves ont soulignĂ© l'effet positif de l'Ă©criture, notamment pour acquĂ©rir le vocabulaire et approfondir leur logique et leur rĂ©flexion. De plus, l'interface fournit un outil prĂ©cieux dans la planification des cours, car elle permet de repĂ©rer les conceptions erronĂ©es des Ă©lĂšves. L'affiche prĂ©sentera les grandes lignes de DALITE et les principaux rĂ©sultats au sujet de ses retombĂ©es
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