Textes présentés lors du colloque tenu à Montréal en mars 1998. / "Une réalisation du Conseil de développement de la recherche sur la famille du Québec, avec la collaboration conjointe des Centres jeunesse Mauricie--Centre-du-Québec et de l'Université du Québec à Trois-Rivières". Conference held in Montreal March 1998. "Une réalisation du Conseil de développement de la recherche sur la famille du Québec, avec la collaboration conjointe des Centres jeunesse Mauricie-Centre-du-Québec et de l'Université du Québec à Trois-Rivières." Titre de l'écran-titre (visionné le 27 juillet 2005). Mode d'accès: Web. "Une réalisation du Conseil de développement de la recherche sur la famille du Québec avec la collaboration conjointe des Centres jeunesse Mauricie - Centre-du-Québec et de l'Université du Québec à Trois-Rivières" Une réalisation du Conseil de développement de la recherche sur la famille du Québec avec la collaboration conjointe des Centres jeunesse Mauricie-Centre-du-Québec et de l'Université du Québec à Trois-Rivières. Sur la p. de t.: Une réalisation du Conseil de développement de la recherche sur la famille du Québec avec la collaboration conjointe des Centres jeunesse Mauricie-Centre-du-Québec et de l'Université du Québec à Trois-Rivières. Textes présentés lors du colloque tenu à Montréal en mars 1998. CaQTU CaQTU CaQCU CaQCU CaQCU CaQHU CaQRUQR CaQRU CaQRU Includes bibliographical references. Comprend des bibliogr. Comprend des bibliographies. Paraît aussi en version papier. Publ. également dans Internet (visionné le 15 mars 2006). CaQCU CaQRU

Thèse (Ph. D.) -- Université Laval, 1997. / Bibliogr.: f. [364]-387. Publié aussi en version électronique.

Cette thèse analyse deux des quatre romans d’Éric Dupont dans une optique transculturelle en reprenant certains paradigmes propres aux Amériques et au changement sociétal dans le contexte de la mondialisation. Cette étude porte ainsi sur les romans La logeuse et La fiancée américaine, tous deux publiés aux Éditions Marchand de feuilles. L’intention de cette thèse est d’analyser par quel(s) moyen(s) cet auteur parvient à dresser un portrait d’un Québec et d’un Canada en changement dans le contexte des identités multiples et des Amériques transculturelles. Dans chacun des chapitres, l’objectif est de mettre au premier plan les paradigmes dualistes qui se confrontent continuellement dans les Amériques et de voir comment les personnages réagissent et vivent avec ces dualités. Ces paradigmes se produisent en fonction des trois valeurs propres au Québec soit la terre, la religion et la langue. De par son style d’écriture, Éric Dupont emploie divers éléments discursifs liés à ces paradigmes afin de peindre le portrait de la société québécoise qui, depuis la Révolution tranquille, a bien changé. Ce portrait changeant de la société n’est possible que dans la rencontre avec autrui et c’est à partir de ce principe que je tenterai, en conclusion à cette recherche, de déterminer dans quelle mesure le rapport aux autres favorise le développement d’une société transculturelle et comment cela peut être transposé au niveau littéraire.

This thesis examines the opportunities for public participation in the federal Environmental Assessment and Review Process (EARP) and the influence of intervenor funding on that input; the application of EARP to Military Flying Activites in Labrador and Quebec is used as a case study. The analytical approach is critical and based on a public interest perspective. Five research questions are posed based on an interpretation of four normative objectives for the EAR Process and identification of several areas of EARP that restrict public access to decision making. The research questions ask to what extent intervenor funding would increase overall participation in the Process; whether funding would affect the ability of intervenors to be involved in stages of the Process where public input is limited; whether intervenor funding would ensure that the values and interests of public groups are more actively considered at each stage of the Process; how intervenor funding affects the quality and quantity of public input to the Process; and how the administration of the funding program affects public participation in the case study. Questionnaires were developed from these questions and three participant groups in the case study were interviewed. The results of these interviews are summarized and evaluated against the normative objectives and a set of six evaluative criteria - representativeness, educational, accountability, fairness, effectiveness, and efficiency. The criteria are developed from a theoretical rationale for financially supported public participation in EARP. The first general conclusion of this research is that the EAR Process is fundamentally flawed. Notwithstanding incremental reforms like intervenor funding, the assumptions of Environmental Impact Assessment and the structure of EARP treat project assessment as a project specific venture amenable to prediction and technical analysis. In fact is is inseparable from a value-laden and political development planning process. The EAR Process understates this essentially political character yet vests the most significant decision making author^ in the hands of those with the most to gain from project development. After recognition of this problem, this analysis makes recommendations, based on the analysis of the case study, that could assist EARP in approaching the normative objectives. First, while the proponent improved public consultation by 1985, and in the formal review, public involvement in the Initial Environmental Evaluation (IEE) in 1981 was inadequate. I therefore recommend that the affected publics be involved in decision making at the initial assessment stage of EARP and allowed an avenue of appeal. To support this recommendation the information used for initial assessment decisions needs to be comprehensive and readily accessible. In addition FEARO should provide an independent audit of these decisions. Second, while financial support to caribou research by the proponent since 1986 is laudable, project monitoring should have occurred since the release of the IEE. I therefore recommend that project monitoring be a required element of any application of the EAR Process, after an IEE and a formal review; it should include the affected publics in an advisory capacity and during implementation. Third, the EAR Process does not effectively deal with issues of fundamentally differing values; in this case study the viability of territories under land claims negotiations and the militarization of the Canadian arctic are avoided and unfairly unrepresented. To deal with this problem I recommend that public input be sought when drafting of the Panel's Terms of Reference for a public review. Fourth, information was withheld from intervenors from several government departments during the review. All government departments should be legally required to supply prompt and complete responses to reasonable information requests when they pertain to any stage of the EAR Process. Fifth, the funding program has so far been well administered; while funding has increased public access to the Process for remote settlements, further study is required to assess whether funds were sufficient to allow adequate regional representation. Finally, the credibility of the funding program is thrown into doubt by the participation of the Department of Regional Industrial Expansion in setting up an independent funding committee, their withdrawal from the same, and later support for a pro-development group after the funding was disbursed. An intervenor funding policy is required to regularize funding allocation from one independent agency for the duration of the review. / Applied Science, Faculty of / Community and Regional Planning (SCARP), School of / Graduate

Current explanations for the development of immersion programs in relation to language reform in Canada were found to be inadequate and superficial. The lack of attention to the existence of different sociopolitical contexts has, furthermore, flawed the sociological interpretation of programs. A comparative case study and multi-method approach was therefore proposed to examine the historical development of programs in two provinces with very different sociolinguistic and sociopolitical contexts, Quebec and British Columbia. Comparative analysis revealed that both commonalities and differences could be identified in the development of immersion programs in these two provinces and that these have implications for the political and sociological analysis of programs. In both contexts, it was seen that the implementation and expansion of programs has required similar organizational adjustments. The relationship of programs to language reform is, however, very different In Quebec, programs represent a community response to the changing status of French and are only indirectly related to federal efforts to implement a national policy of official bilingualism. In British Columbia, programs were initiated by parents, but eventually became directly related to federal involvement in language education and to Ottawa's efforts to implement a national language policy. By providing support to the parent association "Canadian Parents for French", Ottawa found a constituency in English Canada willing to promote official bilingualism. "Canadian Parents for French" and federal funding have played a critical role in the development of immersion programs in British Columbia; whereas in Quebec, neither of these elements has been an important factor in the expansion of programs. Although the development of immersion programs in Quebec and British Columbia has been framed by divergent language policies, in both provinces, the development of immersion programs reflects the adjustment of the English speaking community to the enhanced status of French. Similar sociological patterns were found in how the Anglophone community has made this adjustment and in how schools have been called upon to respond to societal change. / Education, Faculty of / Graduate

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No description available.

Mémoire numérisée par la Direction des bibliothèques de l'Université de Montréal.

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2006. / La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en éducation (M.A.). CaQCU Bibliogr.: f. [76]-81. Document électronique également accessible en format PDF. CaQCU

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2005. / La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle pour l'obtention du grade de maîtrise en éducation. CaQCU Bibliogr.: f. [103]-112. Document électronique également accessible en format PDF. CaQCU