NCube/papyrus huggingface dataset:
Study of the psychological and physiological characteristics of a community sample of pedophiles

Scientific literature holds a large array of studies on pedophilia, which is the marked and persistent sexual attraction towards prepubescent children, and many of these studies tested various hypotheses in order to gain a general picture of pedophiles as a population. In this regard, a number of differences have been observed between pedophiles and controls, which lead to the identification of specific characteristics for which pedophiles appear to distinguish themselves. However, an important limitation of these studies is their almost systematic use of forensic and clinical samples. Indeed, there is little to suggest that such samples are representative of the general pedophile population. This extensive use of forensic and clinical samples in studies on pedophiles is especially problematic considering that the conclusions of such studies are often generalised to all pedophiles. As many studies have found that pedophiles from forensic and clinical samples display multiple differences when compared to controls, we decided to assess five of these differences in order to determine if these results would be replicated within a community sample of pedophiles. We compared a community sample of 190 male pedophiles with a control group composed of 151males from the general population, examining differences in their depressive symptoms, self-esteem, psychopathic traits, height, and handedness. All participants were recruited on the internet and filled an online questionnaire. Data were tested based on three different levels of analysis, each assessing a particular division of participants regarding their sexual orientation. Differences between pedophiles and controls were not statistically significant for depressive symptoms, self-esteem, height, and handedness. Difference between pedophiles and controls reached statistical significance for psychopathic traits, with pedophiles displaying fewer psychopathic traits compared to controls. These results contradict the findings of the large majority of studies using forensic and clinical samples of pedophiles. An analysis of the data controlling for age, race, country of residence, and sexual gender-orientation did not substantially change the overall pattern of results, except that the difference between the two groups for psychopathic traits was now only significant for one of the three levels of analysis. Our results therefore suggest that pedophiles from forensic and clinical samples are different from those in community samples and that generalizing the conclusions drawn from forensic and clinical samples to all pedophiles is an important methodological and conceptual bias.

Keyphrases: Pedophilia, Community sample, Psychological characteristics, Physiological characteristics, Depressive symptoms, Self-esteem, Psychopathic traits, Height, Handedness, Sexual orientation
Le renforcement des capacités communautaires et l’implantation d’un programme de promotion du transport actif vers l’école : le cas de Trottibus

The proportion of students who walk to school in Quebec has decreased significantly over the past few years. Based on its expertise in community engagement and partnerships, the Canadian Cancer Society created Trottibus, a volunteer-driven walking school bus program, to address this problem. It is known that, over time, the declining in the volume of volunteers, and the burden placed on those who continue to participate, seems to be problematic in walking school bus programs (Buliung et al., 2011). The development of community capacity building as a health promotion strategy seems to be a promising approach to sustain such programs (Labonte et al., 2002). Community capacity building includes dimensions such as citizen participation, leadership, competences and skills, knowledge, community structures, resources allocation, social and interorganisational networks, partnerships, community values and history (Goodman et al., 1998; Maclellan-Wright et al., 2007). Therefore, this study aims to understand the processes involved in the organisation of a walking school bus program and to explore the facilitators and barriers to the development of community capacity building in four different settings socioeconomically contrasted.   We conducted semi structured interviews with stakeholders from four implementation sites in the region of Montreal. The four communities were selected for their socioeconomic contrast, their organisational structure, their geographical location and their cultural differences. We investigated respondents’ perspectives on the factors contributing to the implementation of the program in their community.  Our findings suggest that three essential community capacity building processes are involved in the organisation of a walking school-bus program: (1) the importance of existing community structures and organisations, (2) the leadership within the organisations and (3) the construction of networks and partnerships in the community. Moreover, our findings indicate how critical it is to analyse the needs of a community before the implementation of a walking school bus program. Finally, our research shows that the cultural and social capital of a community are fundamental to the adaptation of a health promotion program before its implementation.

Keyphrases: Leadership, Capacity building, Physical activity promotion, Public health, Community, Active commuting, Walking school bus, Social capital, Cultural capital
Économie politique du développement de l’enseignement du français en Chine au niveau universitaire : entre discours et réalités

In China, since 2000, university programs offered in French (« specialty, 法语专业) have grown exponentially (+ 340% in 15 years), whereas between 1949 and 999, their number had grown relatively moderately and irregularly. This growth since 2000 is little known, poorly measured and inadequately explained. This thesis will attempt, through a critical perspective to counter this, proposing an analysis of this surprising phenomenon through an approach that draws on political economy and a sociohistorical analysis.  Two types of data are drawn upon: a survey to provide a better portrait of the growth of programs, and interviews with different actors: teachers, students and program directors that were conducted primarily in two universities.  The sociohistorical perspective allowed for a better understanding of how programmes developed prior to 2000 and then their exponential growth (a veritable explosion of program offerings). It seems that the history of French programs from 1949 to 1999 - prior to the boom that took place after 2000 – does not fit in the chronological framework and explanations usually offered. As for the contemporary period, we can through a political economy perspective, consider university-offered French programs in China as a ‘market’, which then allows for an analysis of how this market functions (who are the buyers? Who are the vendors? How are prices determined?). Within this theoretical framework, even if French is valued positively, it becomes apparent that it is closely woven into stakes that go beyond language. Universities (the offer) are under very strong political pressure (in a context of massification of post-secondary education) to multiply the programs that they offer, including foreign language programs and more specifically French programs. As for students, it seems to be much less about their acquisition of linguistic capital convertible on a work market than about a symbolic capital linked to the reputation of the university where they study French, capital that can play a role and be converted into access to work opportunities. The value of French is less a decisive element, except in some cases where it can open professional opportunities in Africa, a continent that was not included in the landscape of French as presented by universities in China.  The curriculum and instruction implications of this study are numerous, whether it comes to the complexity of representations of French language and culture that are revealed and which impact teaching and learning, or the stakes around a larger depiction of diversity within the francophone world. This thesis invites us to rethink how we approach the development of teaching a foreign language in specific contexts, such as China.

Keyphrases: Teaching of French in China, Political economy of languages, Chinese universities
Fabrication et caractérisation de matrices polymériques structurées pour le génie des tissus articulaires

Hypothesis: Functionalization of neutral hydrogel blocks with polyelectrolytes and charged microgels allow their directed assembly in aqueous medium via electrostatic interactions Methods: Hydrogel blocks of controlled size were photosynthesized thank to an injection support composed of glass slides and photomasks imprinted on transparent sheet. Formulations are based on an HEMA-PEGDMA structure interpenetrated either with positively charged PEI or with negatively charged HA. Another type of negative block was obtained by treating PEI blocks with NIPAM-MAA negatively charged microgels. The assembling properties of two block couples (PEI-HA and PEI-MG) were tested by randomly putting in contact block population in water. Effects of salinity and pH on assembling properties were studied with assembling tests in saline (NaCl) or acidic/basic media. Results: The injection support developed allowed obtaining hydrogel blocks with different shapes and sizes. Various formulations based on polyélectrolytes and microgels were tested. The assembling tests resulted in aggregates formation of hydrogel blocks linked together by specific adhesive contacts between positively and negatively charged blocks. The two systems studied nevertheless present differences in their assembling characteristics: PEI-MG aggregates are indeed more compact and rigid than the PEI-HA aggregates. In acidic (pH=3) and basic (pH=10,5) media, no assembling was observed. The augmentation in salinity resulted in an increasing loss of assembling properties. This deleterious effect was more important for PEI-MG systems.

Keyphrases: Microgels, Polyélectrolytes, Hydrogel blocks, Polyelectrolytes, Directed assembly, Adhesion
Relations entre la compétence émotionnelle et le flow chez des enseignants du collégial

Teaching is a profession where the affective dimension occupies an essential place in educational interventions. Thus, emotional competence in the teaching profession becomes an asset in building professional skills. Also, many teachers talk about their passion for teaching.  It is through the concept of flow, which is a state of pleasure and total commitment in an activity, that this passion for teaching will be discussed. Two research objectives are proposed: the first is to explore the manifestation of the flow and emotional competence in a global perspective and the second is to explore possible relationships between the dimensions of the flow and the components of emotional competence for teachers at the College level. 103 College teachers in the Greater Montréal area responded to questionnaires on flow and emotional competence in our study. A correlational descriptive study was used for analysis purposes. Regarding the first research objective, the results show that college teachers live the flow as part of their teaching activity and have a high emotional competence profile. The results of the second research objective indicate that all analyzed dimensions of the flow have at least one positive dependency link with one or more components of emotional competence. The dimensions of the flow which have a greater number of positive correlations with emotional competence, whose intensity varies from low to medium, are cognitive absorption and autoletic experience.

Keyphrases: Flow, Emotional competence, College teachers, Correlational descriptive analysis
Les conceptions d’apprentissage des étudiants étrangers et les facteurs influençant leurs capacités d’adaptation face au processus de transition vécu

Higher education is experiencing an unprecedented internationalization in campuses. This internationalization has political and economic implications for all levels of government involved. In Québec, as elsewhere in the academic world, the growing presence of foreign students is the first manifestation of this phenomenon. This represents great chances for universities but origins new challenges to put in place devices to meet students’ specific needs and to ensure their adaptation and retention. Research has highlighted the multiple issues (cultural, psychological and academic) but also the impossibility of identifying an especial success factor. A better understanding of the dynamics surrounding the academic adaptation process is essential to understand how the international students’ approaches to learning, and learning strategies develop. We adopted a qualitative approach by surveying 66 foreign students newly arrived in Quebec who follow a particular pedagogical device. Two questionnaires, based on the writings of Marton and al. (1976) and the "4S System" model of Schlossberg and al. (2006) as well as the end-of-session works, were analyzed. Our research has confirmed the importance of encouraging autonomy and self-knowledge to foster the development of an in-depth approach to learning through metacognition and the adoption of broader emotional strategies.  It highlights the need for an association between their needs, their capacities and the institution. It also opens the door to new research on the links between teachers’ approaches to learning of those of their students.

Keyphrases: Adaptation, International students, Pedagogic device, Academic adaptation, Students approaches to learning, Learning strategies
Valider la formation universitaire autodidacte ?  
La reconnaissance des acquis formels et informels dans les universités québécoises

Given the variety of opportunities for self-learning in the context of an abundance of educational resources available in public libraries and on the Internet, this thesis sought to explore the possibility of validating self-directed learning in Quebec’s university context. The system of prior learning assessment and recognition (PLAR) makes it possible to validate such out-of-university pathways, and the relative lack of research data on the PLAR mechanism in Quebec’s universities motivated the object of this research with a view to an inventory of the practices declared by these universities in terms of PLAR and more specifically with regard to the recognition of experiential and out-of-university learning. To do so, a documentary survey was conducted on the websites of the 18 Quebec’s universities and in their regulatory framework (regulations for studies and institutional policies) in order to obtain an overall picture of the PLAR in Quebec universities. The results obtained from this research make it possible to reiterate the observation repeated many times by the literature on PLAR in Quebec universities, namely that the practice of PLAR still suffers from a lack of coherence between academic institutions and, within themselves. As for the possibility of validating a self-taught university education, this research has identified four Quebec universities (Laval, Sherbrooke, UQAC, UQTR) which claim to offer the opportunity to recognize learning acquired through self-learning. However, no diploma can be awarded on the basis of the recognition of prior learning.

Keyphrases: Prior learning assessment and recognition, Self-directed learning, University, Non formal learning, Quebec
Texte et musique : exploration de leurs différentes combinaisons par l'intermédiaire de la composition

The following dissertation is a three-pronged approach to the relationship between text and music, exploring the many possibilities inherent to their meeting through three original compositions: the incidental-music piece composed for Les Troyennes, a contemporary adaptation of the Sartre reading of Euripides’ classic tragedy; the melodrama Nuit Vertineigeuse, which features a reading of an original poem narrating the story of a young protagonist involved in the loss of himself in the earth of a troubled winter night; and the programmatic piece Miniature pour orchestre no.1, inspired by Alessandro Baricco’s Novecento: pianiste theatrical monologue. Analysing my own musical language through a deconstruction of these three pieces, I gain a better understanding of these three instances of text-music relationships. First, incidental-music finds its roots in Greek culture, its theatre and poetry both entertaining a close relationship to music. Melodrama, on the other hand, was better explored as an art form by the romantics and flourishes to this day. As for programme music, it consists in a composition that follows, precisely, the “program” of an extra-musical source, whether it be a literary text or a pictorial representation, the essence of which the composer intends to encompass.

Keyphrases: Composition, Orchestration, Les Troyennes, Theatre, Melodrama, Incidental music, Programme music, Poetry, Harmony, The Trojan Women
Influence de quelques notions de dramaturgie d’Aristote dans mes compositions musicales

For many years my interest in dramaturgy has steadily increased. This interest has allowed me to apply many aspects of theatre and dramaturgy, which I learned elsewhere, in my music. Aspects of music like duration, structure, contrast, all present in any musical composition, can be systematically related to theatre. This is why I wanted to examine how some of these elements have influenced my development as a composer. I want to develop a personal style but not to fall into a closed, personal hermeneutic. Here I will discuss the dramatic features, which are typical of my own style, and how they relate to other composers. This kind of analysis depends both on the poetics of Aristotle and also on the poetics of Stravinsky, two key works related to musical dramaturgy. This thesis is structured in two parts, followed by a conclusion. The first part analyses my own work and its relation to musical dramaturgy. In the second part, I analyse four of my compositions: one piece for a solo instrument, one choral piece, and two symphonic works. The conclusion represents a synthesis of what I have learned during my master's studies at the Université de Montréal.

Keyphrases: STRAVINSKY, DRAMATURGY, POETIC, MUSICAL POETICS, ARISTOTLE, MUSICAL COMPOSITION
Les impacts de la Gestion Axée sur les Résultats en éducation au Québec sur la condition enseignante : une perspective inspirée de Horkheimer et Adorno

Max Horkheimer and Theodor Adorno are generally recognized as the two leading figures of the Frankfurt School’s first generation. Founders of this critical sociological and philosophical school of thought, they borrow from many theoretical sources, most notably from Marxism, Weberian sociology and Freudian psychoanalysis, to elaborate a Critical Theory of society focused on the objective of emancipation of the social actors constituting this society. At its core, they defend a theory whereby the modern world develops following a pattern of instrumental rationalization which entails catastrophic consequences for individuals, which in these conditions, is deprived of its freedom, of the ability to make sense of his social actions ; alienated.   Nevertheless, these theories, often used in many other fields of study, are rarely if ever solicited in the educative sphere. Yet, certain massive international movements in education, such as the introduction of New Public Management, results-based management and reinforced accountability structures, provides a very fertile ground for reflection using Horkheimer and Adorno’s point of view, as these global tendencies in education politics draw numerous similarities to instrumental rationalization mechanisms. In this here thesis, we offer a theoretical and speculative reflection regarding the impact on teachers of the relatively new « Gestion Axée sur les Résultats » in education in the province of Quebec, an accountability mechanism of which’s institutionalization started from the turn of this century with the passage of bills making it a legal requirement for every school sought over by the province’s Ministry of Education. We are of the opinion that the important changes therefore brought to the first line actors of Quebec’s education system – teachers – warrant consideration and profound reflection : the frankfurters’ perspective allows us to do just that.

Keyphrases: Gestion Axée sur les Résultats, Frankfurt School, Results-based management, Quebec school system, Sociology of education
L’impact du chapitre 11 de l’ALÉNA sur la démocratie canadienne

Since its entry into force in 1994, NAFTA has been strongly criticized by many, notably because of its Chapter 11 on investments. This chapter contains provisions protecting economic rights of foreign investors against legislative decisions of the member States. When economic rights of foreign investors are affected by a decision of the government of a NAFTA member, they can institute proceedings before arbitration panels to obtain financial compensation, even if the government legislates in the public interest. Although the Canadian Charter of Rights and Freedoms does not protect economic rights, bills voted by a democratically elected government can be challenged by foreign investors under the provisions of NAFTA’s Chapter 11. These rights and remedies granted to foreign companies and their impact on the ability of signatory states to legislate freely raise an important question which this thesis aims to answer: does NAFTA’s Chapter 11 have an impact on democracy?

Keyphrases: Constitution, expropriation, Charte, NAFTA, investment, democracy, rule of law, Charter, international arbitration
Montréal dans la littérature numérique contemporaine. Ville, flâneries et dérives

What is the representation of a city? How can a city be represented? What can the representation of a city be? Through an analysis of the works of French philosopher Henri Lefebvre on the production of space and of American sociologist Kevin Lynch on the construction of the image of the city, we will try to apply their considerations to the collaborative project Dérives, a digital literary workshop led by a group of Montreal writers. This will lead us to question how literature and digital change the construction of the image of the city of Montreal.

Keyphrases: Lynch, Kevin, Dérive
Intervention psychosociale en autisme : examen de la
portée
 de la littérature francophone

Scientific publications are an important source of information for psychoeducators working with individuals who have adjustment problems. However, most of articles in databases are published in English. As a result, scientific discoveries and developments remain less accessible to unilingual French practitioners and educators, which can hinder the implementation of best practices. More specifically, interventions for individuals with autism spectrum disorders (ASD) have been the subject of a significant amount of research in recent years. In this light, the purpose of our study was to (a) provide an overview of the French literature on psychosocial interventions for individuals with ASD and (b) determine whether the articles available in French present evidence-based programs or interventions. Our results show that most of the articles identified are descriptive in nature and do not present evidence-based interventions. Less than one-third of the articles published in French are empirical and most of these relate to the behavioral approach.

Keyphrases: Intervention, Autism, Scoping review, Literature