Causalités à court et à long terme dans les modèles VAR et ARIMA multivariés.

La causalité au sens de Granger est habituellement définie par la prévisibilité d'un vecteur de variables par un autre une période à l'avance. Récemment, Lutkepohl (1990) a proposé de définir la non-causalité entre deux variables (ou vecteurs) par la non-prévisibilité à tous les délais dans le futur. Lorsqu'on considère plus de deux vecteurs (ie. lorsque l'ensemble d'information contient les variables auxiliaires), ces deux notions ne sont pas équivalentes. Dans ce texte, nous généralisons d'abord les notions antérieures de causalités en considérant la causalité à un horizon donné h arbitraire, fini ou infini. Ensuite, nous dérivons des conditions nécessaires et suffisantes de non-causalité entre deux vecteurs de variables (à l'intérieur d'un plus grand vecteur) jusqu'à un horizon donné h. Les modèles considérés incluent les autoregressions vectorielles, possiblement d'ordre infini, et les modèles ARIMA multivariés. En particulier, nous donnons des conditions de séparabilité et de rang pour la non-causalité jusqu'à un horizon h, lesquelles sont relativement simples à vérifier.

Psychiatric services utilization in completed suicides of a youth centres population

Affiliation: Johanne Renaud & Claude Marquette : CHU Ste-Justine, Université de Montréal

Alternative Models of Court Administration

Canadian Judicial Council

Est-il possible d'établir une relation entre les dépenses publiques et le niveau de capital humain via les effets à long terme et à court terme dans le processus de croissance de la Tunisie?

Rapport de recherche

Driedger's 'Modern Principle' at the Supreme Court of Canada: Interpretation, Justification, Legitimization

Un résumé en français est également disponible

Regulatory History Material as an Extrinsic Aid to Interpretation: An Empirical Study on the Use of RIAS by the Federal Court of Canada

Since 1986, the Canadian Public Administration is required to analyze the socio-economic impact of new regulatory requirements or regulatory changes. To report on its analysis, a Regulatory Impact Analysis Statement (RIAS) is produced and published in the Canada Gazette with the proposed regulation to which it pertains for notice to, and comments by, interested parties. After the allocated time for comments has elapsed, the regulation is adopted with a final version of the RIAS. Both documents are again published in the Canada Gazette. As a result, the RIAS acquires the status of an official public document of the Government of Canada and its content can be argued in courts as an extrinsic aid to the interpretation of a regulation. In this paper, an analysis of empirical findings on the uses of this interpretative tool by the Federal Court of Canada is made. A sample of decisions classified as unorthodox show that judges are making determinations on the basis of two distinct sets of arguments built from the information found in a RIAS and which the author calls “technocratic” and “democratic”. The author argues that these uses raise the general question of “What makes law possible in our contemporary legal systems”? for they underline enduring legal problems pertaining to the knowledge and the acceptance of the law by the governed. She concludes that this new interpretive trend of making technocratic and democratic uses of a RIAS in case law should be monitored closely as it may signal a greater change than foreseen, and perhaps an unwanted one, regarding the relationship between the government and the judiciary.

Le renvoi des jeunes contrevenants aux tribunaux pour adultes : la loi et les pratiques

"Mémoire présenté à la Faculté des études supérieures en vue de l'obtention du grade de Maître en droit (LL.M.)"

Everyday Ethics: Framing youth participation in organizational practice

Much of the literature on ethical issues in child and youth participation has drawn on the episodic experiences of participatory research efforts in which young people’s input has been sought, transcribed and represented. This literature focuses in particular on the power dynamics and ethical dilemmas embedded in time-bound adult/child and outsider/insider relationships. While we agree that these issues are crucial and in need of further examination, it is equally important to examine the ethical issues embedded within the “everyday” practices of the organizations in and through which young people’s participation in community research and development often occurs (e.g., community-based organizations, schools and municipal agencies). Drawing on experience from three summers of work in promoting youth participation in adult-led organizations of varying purpose, scale and structure, a framework is postulated that presents participation as a spatial practice shaped by five overlapping dimensions. The framework is offered as a point of discussion and a potential tool for analysis in ecipation in relation to organizational practice.

Asking practical ethical questions about youth participation

This paper is based on case study research conducted in an economically depressed, immigrant gateway neighborhood of Escondido, California. This study has been in progress since 2005 and involves working with children at the local middle school on rights-based community environmental action research projects in coordination with student facilitators in an upper-division university class titled “Children and the Environment.” This case study has suggested inquiry into the practical ethical dimensions of working with children, administrators, and university students on action research. Examples of the ethical questions which arose during this study include: how can continuity for the middle school children be achieved as different groups of university stu- dents move in and out of the project as they take and finish the “Children and the Environment” class, and is it ethical for the middle school children’s work to be facilitated by university stu- dents only freshly trained in the action research technique? This paper explores these and other ethical questions involving power, coercion, tension over expectations, and obligation and provides direction for on-going ethical questions scholars should pursue in involving children in rights-based community environmental action research.