Équité d’utilisation des services de santé et de disponibilité des ressources en matière de santé dans la province de Québec

Objectif : L’objectif général de cette étude est de comprendre en quoi l’utilisation des services de santé et de disponibilité des ressources en santé au Québec sont équitables. Méthodes : De type transversal et corrélationnel, cette étude intéresse les 95 territoires CSSS du Québec, et couvre les années 2006-2007 et 2008-2009. L’indice de défavorisation matérielle et sociale de Pampalon est mis en lien avec deux séries de variables, soit celles d’utilisation des services par CSSS (services hospitaliers; services médicaux; services CLSC) et celles de disponibilité des ressources (capacité financière; capacité matérielle, capacité humaine; viabilité). Pour ce faire, des analyses de variance ont été effectuées. Le modèle intégrateur de la performance des services de santé EGIPSS et celui de l’utilisation des services de santé de Donabedian servent de cadre d’analyse. Résultats : L’utilisation des services de santé est équitable en ce qui concerne la défavorisation matérielle, mais pas en ce qui a trait à la défavorisation sociale. L’utilisation des services médicaux dispensés par les omnipraticiens est plus élevée chez les populations les plus favorisées socialement comparativement aux populations les plus défavorisées. Toutefois, l’utilisation des médecins spécialistes est plus équitable que celle des omnipraticiens, cela, chez les populations défavorisées autant matériellement que socialement. Les hospitalisations évitables sont plus élevées chez les populations les défavorisées socialement comparativement aux populations les plus favorisées. En termes de disponibilité des ressources, les populations défavorisées disposent de plus de ressources que les plus favorisées, sauf en ce qui concerne la répartition du personnel. Conclusion : En général, il existe très peu d’iniquités dans l’utilisation des services de santé au Québec. Par ailleurs, la disponibilité des ressources en santé est relativement équitable au Québec, exception faite de la disponibilité du personnel.

Elementary School Principals in Low-Socioeconomic-Status Schools: A University-Based Research Program Designed to Support Mandated Reform

This paper presents a reform initiative, the Supporting Montreal Schools Program (SMSP), created by the government of Quebec to assist 184 low socio-economic-status schools in Montreal implement seven reform strategies prescribed by the government. On a regular basis, the professional team of the SMSP engages in reflection and research with universities concerning one or more of the strategies they are charged with helping schools implement or the functioning of the SMSP more generally. The present research programme is part of the team’s ongoing reflection on a component of Strategy 4: professional development of school administrators and the school team. In this paper, we detail results from this initial and subsequent studies on the work of principals in low-performing schools. We also describe our collaborative relationship with the SMSP team, discuss the effectiveness of the SMSP in promoting the implementation of the seven governmentmandated strategies and critique the utility of our partnership with the SMSP and our use of that programme as a vehicle for linking research to practice.

The problem of the graphic artist

'The problem of the graphic artist' is a small example of applying elementary mathematics (divisibility of natural numbers) to a real problem which we ourselves have actually experienced. It deals with the possibilities for partitioning a sheet of paper into strips. In this contribution we report on a teaching unit in grade 6 as well as on informal tests with students in school and university. Finally we analyse this example methodologically, summarise our observations with pupils and students, and draw some didactical conclusions.

An analysis of teaching methods for children who are deaf with multiple disabilities

This study analyzes the placement, services, and teaching methods of students who are deaf with additional disabilities. Through this analysis, these students are compared to students with multiple disabilities, not including deafness.

U Pb and Sm Nd geochronologic studies of the eastern Borborema Province, Northeastern Brazil: initial conclusions

The Borborema Province of NE Brasil comprises the central part of a wide Pan-African-Brasiliano orogenetic belt that formed as a consequence of late Neoproterozoic convergence and collision of the São Luis-West Africa craton and the São Francisco-Congo-Kasai cratons. New Sm Nd and U Pb results from the eastern part of this province help to define the basic internal architecture and pre-collisional history of this province, with particular emphasis on delineating older cratonic terranes, their fragmentation during the Mesoproterozoic, and their assembly into West Gondwana during the Pan African-Brasiliano orogeny at ca. 600 Ma. The region can be divided into three major geotectonic domains: a) Rio Piranhas-Caldas Brandão massif, with overlying Paleoproterozoic to Neoproterozoic supracrustal rocks, north of the Patos Lineament; b) the Archean to Paleoproterozoic São Francisco craton (SFC) to the south; and c) a complex domain of Paleoproterozoic to Archean basement blocks with several intervening Mesoproterozoic to Neoproterozoic fold belts in the center (south of Patos Lineament and north of SFC). The northern and central domains comprise the Borborema Province. Archean basement gneiss and Transamazonian granulite of northern SFC are exposed in the southern part of the central domain, underlying southern parts of the Sergipano fold belt. Basement in the Rio Piranhas massif appears to consist mostly of Transamazonian (2.1 to 2.2 Ga) gneissic rocks; Nd model ages (TDM) of ca. 2.6 Ga for 2.15 Ga gneisses indicate a substantial Archean component in the protoliths to these gneisses. The Caldas Brandão massif to the east yields both Transamazonian and Archean U Pb zircon and Nd (TDM) ages, indicating a complex architecture. Metasedimentary rocks of the Jucurutu Formation yield detrital zircons with original crystallization ages as young as 1.8 Ga, indicating that these rocks may be late Paleoproterozoic and correlate with other ca. 1.8 Ga cratonic supracrustal rocks in Brazil such as the Roraima Group and Espinhaço Group. Most metavolcanic and pre-Brasiliano granitic units of the Sergipano (SDS), Pajeú-Paraíba (SPP), Riacho Pontal (SRP), and Piancó-Alto Brígida (SPAB) fold belts in the central domain formed ~ 1.0 ± 0.1 Ga, based on U Pb ages of zircons. Nd model ages (TDM) for these same rocks, as well as Brasiliano granites intruded into them and large parts of the Pernambuco-Alagoas massif, are commonly 1.3-1.7 Ga, indicating that rocks of the fold belts were not wholly derived from either older (> 2.1 Ga) or juvenile (ca. 1.0 Ga) crust, but include mixtures of both components. A simple interpretation of Brasiliano granite genesis and the Nd data implies that there is no Transamazonian or Archean basement underlying large parts of these fold belts or of the Pernambuco-Alagoas massif. An exception is a belt of syenitic Brasiliano plutons (Syenitoid Line) and host gneisses between SPAB and SPP that clearly has a Transamazonian (or older) source. In addition, there are several smaller blocks of Archean to Transamazonian gneiss that can be defined within and among these fold belts. These blocks do not appear to constitute a continuous basement complex, but appear to be isolated older crustal fragments. Our data support a model in which ca. 1.0 Ga rifting was an important tectonic and crust-forming event along the northern edge of the São Francisco craton. Our data also show that significant parts of the Borborema Province are not remobilized Transamazonian to Archean crust, but that Mesoproterozoic crust is a major feature of the Province. There are several small remnants of older crust within the area dominated by Mesoproterozoic crust, suggesting that the rifting event created several small continental fragments that were later incorporated into the Brasiliano collisional orogen. We cannot at present determine if the Rio Piranhas-Caldas Brandão massifs and the older crustal blocks of the central domain were originally part of the São Francisco craton or whether some (or all) of them came from more exotic parts of the Proterozoic Earth. Finally, our data have not yet revealed any juvenile terranes of either Transamazonian or Brasiliano age. © 1995.

Ensino de ciências em Cabinda/Angola: condições da prática docente, idéias de professores e desafios

O presente trabalho trata de uma pesquisa qualitativa na abordagem narrativa, desenvolvida com professores de Ciências do Ensino Médio da Província de Cabinda, em Angola. A escola em que os doze sujeitos da pesquisa trabalham destina-se à preparação de professores para atuarem no ensino de base até a 8ª série. A pesquisa está estruturada em sete seções, cuja abordagem está centrada no Ensino de Ciências em Angola: condições da prática docente, idéias de professores e desafios. Para tanto, busco resgatar o contexto do país desde os cinco séculos de colonização até a independência, em 1975. Posteriormente, as três décadas de guerra civil até os momentos de paz que o país vive hoje. Em seguida, faço um breve histórico da educação sobre as transformações ocorridas durante esses quatro períodos: Colonial, Pós-Colonial, Guerra Civil e os momentos de paz. O universo de pesquisa foram doze professores que lecionam ciências em uma mesma escola, tendo sido aplicado um questionário de dezesseis questões abertas. Suas respostas foram organizadas em quatro categorias, a saber: motivação ao magistério e identidade com a função docente; o que os professores manifestam entender sobre ciência e ensino de ciências; condições de trabalho docente e de formação continuada; visão sobre si na função docente e da docência em ciências. Essas categorias permitiram a análise dos dados em relação ao ensino de ciências em Cabinda, cujos resultados apontaram para: a maioria dos professores que atuam no ensino médio não tem formação para tal; foram motivados por várias razões para a docência; a sua constituição, como professores de Ciências, ocorre por esforço próprio, ao longo da docência; as condições de trabalho são muito deficitárias, havendo falta de material bibliográfico e dificuldades de acesso à informação; há inexistência de cursos de licenciatura em Biologia, Física e Química para formar professores em nível superior para o ensino médio; não há programas regulares de formação continuada para professores de Ciências. Mesmo assim, os professores acreditam ser um desafio ensinar a juventude, sentem-se honrados por serem docentes em Cabinda e manifestam-se otimistas e esperançosos em continuar seus estudos em nível superior.

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

The Investigation of the Ways in Which Gender Stereotypes are Perpetuated through Questioning and Assessment Strategies in Inquiry-Based Science Classroom

The purpose of this study was to investigate the questioning strategies of preservice teachers whenteaching science as inquiry. The guiding questions for this research were: In what ways do the questioning strategies of preservice teachers differ for male and female elementary students when teaching science as inquiry and how is Bloom’s Taxonomy evident within the questioning strategies of preservice teachers? Examination of the data indicated that participants asked a total of 4,158 questions to their elementary aged students. Of these questions, 974 (23%) were asked to boys, and 991 (24%) were asked to girls. The remaining questions (53%) were asked to the class as a whole, therefore no gender could be assigned to these questions. In relation to Bloom’s Taxonomy, 74% of the questions were basic knowledge, 15% were secondary comprehension, 2% were application, 4% were analysis, 1% were synthesis, and 3% were evaluation.

Trade of Heilongjiang Province (China) with Russia

Local trade between the Far East region of the USSR and the Northeast region of the People’s Republic of China started in 1957, arranged by the public trade organizations in the respective borderlands. Heilongjiang Province of China has been the main actor in trade with the Far East region of the USSR, and more recently, Russia. After 1957, Heilongjiang Province’s trade with the Russian Far East developed rapidly until 1993, except a period of interruption (1967-1982). Thereafter, the Heilongjiang Province’s trade with the Russian Far East underwent a stagnation period (1994-1998), a recovery period (1999-2001), a rapid development period (2002-2007) and a period of change of tendencies and radical decrease (2008-2009). Heilongjiang Province’s trade with the Russian Far East consists of three main forms: general trade, Chinese-style border trade (Bianjing Trade which includes Bianjing Small Trade and trade between private persons (Hushi Trade)) and Travel Trade. The rapid increase of Heilongjiang Province’s trade with the Russian Far East from 2002 to 2007 is mainly attributable to the increase in the export of ordinary consumer goods, especially textile clothing and footwear, and to Bianjing Small Trade.

"Innovatio educativa tertio millennio": 12 years evoluting from learning from learning to teaching in courses on educational innovation and collaboration with the UNESCO chair of mining and industrial heritage

Twelve years ago a group of teachers began to work in educational innovation. In 2002 we received an award for educational innovation, undergoing several stages. Recently, we have decided to focus on being teachers of educational innovation. We create a web scheduled in Joomla offering various services, among which we emphasize teaching courses of educational innovation. The “Instituto de Ciencias de la Educacion” in “Universidad Politécnica de Madrid” has recently incorporated two of these courses, which has been highly praised. These courses will be reissued in new calls, and we are going to offer them to more Universities. We are in contact with several institutions, radio programs, the UNESCO Chair of Mining and Industrial Heritage, and we are working with them in the creation of heritage courses using methods that we have developed.

Teachers’ Use of Inclusive Practices in Spain

The aim of this study was to examine the extent to which teachers use inclusive practices to respond to students’ special needs in their classrooms and to determine whether grade level taught, training, and availability of resources and support affect the implementation of these practices. A research survey was designed for this purpose with the participation of a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary education teachers) in the province of Alicante, Spain. Findings reflected a moderate use of inclusive practices, with teachers more frequently implementing general adaptations rather than substantial ones. Statistically significant differences in use of inclusive practices were found as a function of the grade level taught, training received, and availability of material resources. Results are discussed in terms of their implication for teacher education reform and training programs.