Frederick Montizambert et la quarantaine de Grosse Île, 1869-1899

Figure dirigeante dans le domaine de la santé publique au Canada, le docteur Frederick Montizambert fut le principal instigateur de la réorganisation du service de la quarantaine de Grosse Île qu’il dirigea de 1869 à 1899. Le dernier tiers du XIXe siècle verra, en effet, le passage d’une quarantaine de détention à une quarantaine de désinfection et de prévention grâce aux acquis d’une technologie nouvelle fondée sur la théorie de la transmission des maladies.A leading figure in Canadian public health, Dr. Frederick Montizambert was the main instigator of the reorganization of the quarantine station at Grosse Île, where he was the director between 1869 and 1899. The last third of the XIXth century withnessed the passage from methods of quarantine based on detention to the use of disinfection techniques based on theories of bacteriology

Mechanical Recording In Arnheim’s Film As Art

In his classic Film as Art, Rudolf Arnheim sets out to refute the claim that “Film cannot be art, for it does nothing but reproduce reality mechanically”.1 The usual argument in favor of that claim, he explains, contrasts film with realist painting, and goes something like this: There’s no doubt that what appears on the canvas depends on the way the painter sees the world, on her particular technique, on the colors she’s using, and so on. It is elements like these that justify aesthetic appreciation. What appears on celluloid, on the other hand, is the result of a purely mechanical process of light rays collecting and transforming into an image. In other words, a camera is merely a mechanical recording device, and for this very reason film cannot be art

Réflexion sur la condition de la mère de l’enfant handicapé : une intervention féministe à développer

Aujourd'hui, la plupart des enfants handicapés demeurent dans leur famille et suivent activement un programme de réadaptation. Souvent, la mère devient la principale intervenante auprès de l'enfant. Mais rapidement, elle se sent essoufflée, exténuée et fatiguée. Cet article propose une réflexion féministe de la maternité et du vécu de la femme ayant un enfant handicapé. Il sera intéressant de voir comment s'est faite la transition de l'institution à la prise en charge des soins de l'enfant handicapé par la mère et d'évaluer le rôle des politiques sociales à ce chapitre. Par la suite, une intervention féministe à préconiser auprès de ces femmes sera proposée aux travailleuses sociales

Analyse rétrospective (1992-2004) du parcours scolaire d’une cohorte d’élèves ayant commencé la maternelle en Mauricie

Cet article rend compte d’une étude rétrospective de 3397 élèves ayant commencé leur maternelle dans une école de la Mauricie (région 04) en 1992. Ces élèves ont été suivis jusqu’en juin 2004 ou jusqu’à ce qu’ils n’apparaissent plus dans les registres du ministère de l’Éducation, du Loisir et du Sport. Cette date correspond à l’année d’obtention du diplôme d’études secondaires selon un parcours normatif, c’est-à-dire sans redoublement. Une attention particulière est portée aux élèves identifiés comme handicapés ou en difficulté d’apprentissage ou d’adaptation (EHDAA) au moins une fois au cours de leur parcours scolaire. Enfin, parmi les jeunes de cette cohorte initiale, 47 élèves ont été retracés et ont participé à des entrevues qualitatives qui rendent compte de leurs expériences scolaires comme ayant contribué à la réussite ou à la non-réussite de leurs études secondaires.This article presents a retrospective analysis of 3 397 students who enrolled in kindergarten in the Mauricie region (region 04) in 1992. Their school trajectory was documented yearly until 2004 or until they ceased to appear in the “ministère de l’Éducation, du Loisir et du Sport” database. This date corresponds to high school graduation following a normal progression, without any grade retention. Attention was focused on students who were identified as students with special needs at least once during their school trajectory. As well, among the original cohort, 47 were selected to participate in a qualitative interview to discuss their academic experience and how it affected their academic success or failure to obtain a high school diploma.Este artículo presenta un estudio retrospectivo de 3 397 alumnos que empezaron el nivel preescolar en una escuela de Mauricie (región 04) en 1992. Se siguieron estos alumnos hasta junio del 2004 o hasta que no aparezcan más en los registros del Ministère de l’éducation, du Loisir et du Sport. Esta fecha corresponde al año de obtención del diploma de la secundaria según un recorrido normativo, es decir sin repetir años. Se presta una atención especial a los alumnos identificados, por lo menos una vez en el transcurso de su recorrido escolar, como minusválidos o con dificultad de aprendizaje o de adaptación (EHDAA, por su sigla en francés). En fin, entre los jóvenes de este grupo inicial, se hallaron 47 alumnos que participaron a entrevistas cualitativas que permitieron darse cuenta de sus experiencias escolares y de la manera que éstas pudieron haber contribuido al éxito o al fracaso de sus estudios en la secundaria

Disentangling the direction of associations between sleep and temperament in toddlers

Objectives/Background: Although much research has investigated the associations between children’s sleep and their temperament, the direction of these associations remains unclear, largely due to a lack of longitudinal studies with repeated assessments of both sleep and temperament. Aiming to clarify the temporal precedence of these two constructs, the current study investigated reciprocal associations between toddlers’ sleep and temperament with a longitudinal design. Participants: The sample consisted of 82 toddlers (39 girls) assessed twice. Methods: At both 2 (M = 25.23 months; SD = 1.11) and 3 years of age (M = 36.81 months; SD = 0.91), toddlers' sleep duration and quality were assessed using actigraphy and their temperament was reported by their mothers with the Toddler Behavior Assessment Questionnaire. Results: Shorter nighttime sleep duration (ß = -.28, p = .03) and lower sleep efficiency (ß = -.33, p = .01) at 2 years predicted more temperamental proneness to anger at 3 years, while greater temperamental social fear at 2 years was predictive of shorter 24-hour (ß = -.44, p = .02) and nighttime (ß = -.36, p = .04) sleep duration at 3 years. Associations between temperamental activity level and sleep variables were non-significant. Conclusion: The direction of the associations between toddlers’ sleep and their temperament may vary according to which dimension of temperament is considered. These findings should encourage practitioners to identify the beginning of the causal chain leading to sleep or temperamental difficulties so as to develop well-tailored intervention plans

Beyond homozygosity mapping: family-control analysis based on Hamming distance for prioritizing variants in exome sequencing

A major challenge in current exome sequencing in autosomal recessive (AR) families is the lack of an effective method to prioritize single-nucleotide variants (SNVs). AR families are generally too small for linkage analysis, and length of homozygous regions is unreliable for identification of causative variants. Various common filtering steps usually result in a list of candidate variants that cannot be narrowed down further or ranked. To prioritize shortlisted SNVs we consider each homozygous candidate variant together with a set of SNVs flanking it. We compare the resulting array of genotypes between an affected family member and a number of control individuals and argue that, in a family, differences between family member and controls should be larger for a pathogenic variant and SNVs flanking it than for a random variant. We assess differences between arrays in two individuals by the Hamming distance and develop a suitable test statistic, which is expected to be large for a causative variant and flanking SNVs. We prioritize candidate variants based on this statistic and applied our approach to six patients with known pathogenic variants and found these to be in the top 2 to 10 percentiles of ranks

Poster Introductions II--Children’s Health Prior to School Entry and Reading Skills in the First Year of Primary School: Identifying Protective Factors

Background: Reading skills at school entry are one of the main determinants of future academic performance.1 Therefore, less than optimal health during the first years of life can affect the capacity for learning,2 which in turn can have an impact on health and social adjustment throughout life. The main goal of this analysis was to examine the impact of young children’s health trajectories on their reading skills in the first year of primary school (Grade 1), as assessed by their teachers. Methods: The analysis was based on data collected annually during the first eight years of the Québec Longitudinal Study of Child Development (QLSCD 1998-2010). The target population included all children (singleton births, excluding premature) born to mothers in 1997-1998 residing in Québec, Canada. A regression analysis was conducted to examine the impact of health trajectories from birth to school entry on reading skills in Grade 1. Interactions was tested to ascertain to what degree stimulation activities in the pre-school period such as family reading habits, the mother’s verbal and emotional skills, and daycare attendance can contribute to reducing inequalities in reading skills between children with less than optimal health and their peers. Findings: The results revealed that less than optimal health, particularly in early childhood, was associated with lower reading skills in the first year of primary school. Therefore, certain health problems in young children may affect their capacity to learn well before formal education in reading has begun at school. However, the significant association with health trajectories decreased when the mother’s educational level entered into the model, the latter being revealed as one of the variables with the strongest association with children’s reading performance. All things being equal, higher verbal and emotional skills in the mother as assessed by the interviewer when the children were very young seemed to be a protective factor in children who were more vulnerable in terms of their health status. Research and policy implications: Given the importance of reading skills for success in school and future social adjustment, it will be important to conduct further analyses in order to gain a better understanding of protective factors in children at higher risk because of health problems or the low educational level of the parents. Activates designed to improve parenting skills and/or stimulate interest in reading may contribute to fostering learning skills in reading in the first year of primary school in the most vulnerable populations. 1. DUNCAN, G. J., C. J. DOWSETT, A. CLAESSENS, K. MAGNUSON, A. HUSTON, P. KLEBANOV, L. PAGANI, L. FEINSTEIN, M. ENGEL, J. BROOKS-GUNN, H.R. SEXTON, K. DUCKWORTH, & C. JAPEL (2007). “School readiness and later achievement,” Developmental Psychology, vol. 43, no. 6, p. 1426-1446. 2. DESROSIERS H., and A. DUCHARME (2008). Poverty, Child Health, and Cognitive Development at Age 6: Some results from the Québec Longitudinal Study of Child Development (QLSCD, Canada), poster presented at the 20th Biennial ISSBD Meeting, Wurzburg (Germany), July 15, 2009

Julie Paradis

Sans résumé