bluuebunny/crossref_metadata_2025_split huggingface dataset:
Les territoires de la mobilité
Authors: Faret Laurent 
Published: December 2020

Certaines logiques de migration internationale de travail s’apparen­tent de plus en plus à des logiques de circulation – l’émigration ne se déclinant plus en termes de rupture ou de nouveau départ. Aujourd’hui, les liens maintenus de part et d’autre de l’espace migratoire, le va-et-vient des personnes, l’échange de biens et d’idées constituent un système migratoire dynamique dans lequel le mouvement se perpétue selon des lois qui lui sont propres.

La circulation migratoire entre le Mexique et les Etats-Unis en est sans doute l’exemple le plus manifeste, et l’incessante activité à la frontière entre les deux pays en témoigne au quotidien. La traditionnelle image du paysan mexicain traversant le Rio Grande pour rejoindre une grande ville des Etats-Unis ne recouvre que très partiellement la réalité ; celle du norteño revenant régulièrement au pays ou celle des familles acheminant des marchandises pour des proches à l’étranger peuvent aujourd’hui l’accompagner. Mais comment s’organisent ces mobilités de personnes et de biens ? Quel est le rôle des individus et des réseaux sociaux dans la mise en place et le maintien des logiques du mouvement ? Plus largement, quels peuvent être les impacts de ces mises en relation multiformes pour les sociétés et les territoires qu’elles traversent ?

C’est à de telles questions que s’attache l’auteur en proposant ici une lecture socio-spatiale du système migratoire mexicain. Analysant les stratégies mises en place par les migrants, il révèle les différentes étapes du processus migratoire et les logiques d’investissement dédoublé des individus dans les lieux de départ et d’installation. En s’intéressant à des espaces de vie complexifiés à la fois par le mouvement et par des situations de multiculturalisme, l’étude offre une réflexion sur la façon dont les logiques transnationales de mobilité produisent des formes spécifiques de rapport au territoire.
Entre admiration et critique : Johann Friedrich Armand von Uffenbach à Versailles (1715)
Authors: Göbel Angela 
Published: December 2020

En 1715, l’Allemand Johann Friedrich von Uffenbach, issu d’une famille bourgeoise de Francfort, entreprend un voyage de quatre ans dont les derniers mois se passent à Paris où il séjourne du 11 septembre 1715 au 11 avril 1716. Pendant cette période, il fait deux excursions d’une journée à Versailles, une première fois le 17 septembre 1715 et une deuxième peu après, le 21. Ces petites visites sont marquées par de longues promenades dans le domaine royal en compagnie d’autres voyageurs d’origine germanophone. Dans son journal de voyage, non destiné à la publication, il en décrit en détail le déroulement. Ses notes suivent précisément la chronologie de ses déplacements à Versailles. D’un ton admiratif et critique à la fois, son récit est riche d’informations sur l’état de Versailles quelques jours après le décès de Louis XIV, mais offre en même temps un aperçu sur l’accueil des étrangers ainsi que sur la communication entre voyageurs allemands.
Admiration to Intimacy: Versailles and the English, from Louis XIV to Louis XVI
Authors: Mansel Philip 
Published: December 2020

More than any other foreigners, the English were fascinated by Versailles. Fifty per cent of foreign books on Versailles before 1789 were in English. Martin Lister, who visited it in 1698, described Versailles as the most magnificent palace ‘in all Europe’. In 1701, John Northleigh called Versailles ‘the most beautiful palace in Europe’; the garden, ‘for statues, canals, groves, grotto’s, fountains, waterworks or what else may be thought delightful, far surpasses anything to be seen of this kind in Italy’. Versailles was one of the models (although not the only one) for Greenwich, Hampton Court, Boughton and many other English houses. English houses also contained the best collections of Gobelins tapestries and Sèvres porcelain outside France. The true English Versailles, however, is Versailles itself. Lord Chesterfield wrote in 1751 that an hour at Versailles was worth more than three hours in a closet with the best books. Francophilia is as English as Francophobia.
Rural Workforce Years: Quantifying the Rural Workforce Contribution of Family Medicine Residency Graduates
Authors: Meyers Peter , Wilkinson Elizabeth , Petterson Stephen , Patterson Davis G. , Longenecker Randall , Schmitz David , Bazemore Andrew 
Published: December 2020

ABSTRACTBackgroundRural regions of the United States continue to experience a disproportionate shortage of physicians compared to urban regions despite decades of state and federal investments in workforce initiatives. The graduate medical education system effectively controls the size of the physician workforce but lacks effective mechanisms to equitably distribute those physicians.ObjectiveWe created a measurement tool called a “rural workforce year” to better understand the rural primary care workforce. It quantifies the rural workforce contributions of rurally trained family medicine residency program graduates and compares them to contributions of a geographically matched cohort of non-rurally trained graduates.MethodsWe identified graduates in both cohorts and tracked their practice locations from 2008–2018. We compared the average number of rural workforce years in 3 cross sections: 5, 8, and 10 years in practice after residency graduation.ResultsRurally trained graduates practicing for contributed a higher number of rural workforce years in total and on average per graduate compared to a matched cohort of non-rural/rural training tack (RTT) graduates in the same practice intervals (P &lt; .001 in all 3 comparison groups). In order to replace the rural workforce years produced by 1 graduate from the rural/RTT cohort, it would take 2.89 graduates from non-rural/RTT programs.ConclusionsThese findings suggest that rural/RTT-trained physicians devote substantially more service to rural communities than a matched cohort of non-rural/RTT graduates and highlight the importance of rural/RTT programs as a major contributor to the rural primary care workforce in the United States.
Allies in PreHealth Advising: Effectively Supporting an Increasingly Visible LGBTQ Population
Authors: Lockman Tyler J. 
Published: December 2020

Abstract:
LGBTQ students face unique challenges and questions on their paths to careers in the health professions, including the potential for discrimination. Based on available data, this particular population of students is becoming increasingly visible in graduate health professions education and during the application process. Accordingly, health professions advisors must be prepared to meet the needs of these students and do more to make up for existing gaps in resources and information, positioning themselves as strong allies to a historically marginalized community. Recommendations and resources are offered, including guidance on establishing trust and credibility with LGBTQ advisees.
Online Graduate Student Identity and Professional Skills Development
Authors: Hurst Deborah , Cleveland-Innes Martha , Hawranik Pamela , Gauvreau Sarah 
Published: December 2020

Graduate students are assumed to develop skills in oral and written communication and collegial relationships that are complementary to formal graduate programs. However, it appears only a small number of universities provide such professional development opportunities alongside academic programs, and even fewer do so online. There appears to be an assumption in higher education that students develop professional skills by virtue of learning through required academic tasks and having proximity to other students and faculty. Skeptics of online study raise questions about whether graduate students studying online can participate fully in such graduate communities and access these informal professional skill-building opportunities. It is possible that such activities may have to be designed and delivered for online graduate students.
This paper presents preliminary qualitative findings from a project that developed, offered, and evaluated such online opportunities. Findings suggest that while online graduate students can and do develop professional skills while navigating their studies, building relationships, and participating in online learning communities, they are keen to develop such professional skills in a more deliberate way.
Special Consideration in Post-Secondary Institutions: Trends at a Canadian University
Authors: Zimmermann Joelle , Kamenetsky Stuart B , Pongracic Syb 
Published: December 2020

This study examined trends in the practice of granting special consideration for missed tests and late papers in colleges and universities. We analyzed a database of 4,183 special consideration requests at a large Canadian university between 1998 and 2008. Results show a growing rate of requests per enrolment between 2001 and 2007. Although university officials and faculty are concerned that request making is excessive, an in-depth investigation of request making by the number of requests per student, request rate by course difficulty, grade point average, and illness-related work absences in the general population fails to support suspicions of dishonest behaviour. Furthermore, demographic variables—aside from part-time versus full-time student status, and to a lesser degree socio-economic status—do not distinguish students who made frequent requests from those who made few. We discuss potential explanations for the increase in requests for special consideration.
Challenges and Opportunities for Collegial Governance at Canadian Universities: Reflections on a Survey of Academic Senates
Authors: Pennock Lea , Jones Glen A. , Leclerc Jeff M. , Li Sharon X. 
Published: December 2020

Following the design of a similar study in 2000, the authors conducted a study of university senates (academic councils) to assess the current state of academic governance in Canada’s universities. An earlier paper presented and analyzed the data that were gathered about senate size, composition, structure, legislative authority and work, and about structural and governance changes to senates in the intervening decade. The current paper focuses on themes arising from responses to the open-ended questions, highlighting key findings. Significant findings relate to a sizeable discrepancy between senate members’ perceptions of the importance of effective academic oversight, and their success at achieving this. Suggested reforms include reviewing and improving senate performance; fostering a culture of trust and respect among and within governing bodies; clarifying spheres of authority and accountability; and promoting the importance of collegial governance and oversight within the institution.
Living the Curriculum Review: Perspectives from Three Leaders
Authors: Lock Jennifer , Hill S. Laurie , Dyjur Patti 
Published: December 2020

A requirement for quality assurance is becoming more prevalent in higher education today as institutions are being asked to demonstrate that they are providing robust, meaningful learning experiences for students. Many institutions are adopting curriculum review frameworks as part of their overall quality assurance strategy. Three leaders at various levels who were engaged in a year-long curriculum review process share reflections about their experiences and challenges while conducting an undergraduate program review. Their theoretical framework for an effective curriculum review process is shared in this paper. The leaders offer institutional, faculty, and course level insights, and make five recommendations for a collaborative curriculum review process: (1) setting clear expectations; (2) maintaining open, consistent communication; (3) incorporating multiple levels of leadership; (4) engaging various groups of stakeholders; and (5) implementing through actionable items.
Sexual Violence and Women’s Education: Examining Academic Performance and Persistence
Authors: Stermac Lana , Cripps Jenna , Amiri Touraj , Badali Veronica 
Published: December 2020

Sexual violence continues to be a serious problem on university campuses. While the negative psychological and health effects of sexual violence are well known, it is only recently that attention has focused on how these behaviours impact education, particularly women’s education. This study contributes to this area and examined the impact of types of sexual violence on behavioural and attitudinal indicators of academic performance and persistence among students reporting sexual violence. Undergraduate women attending university in Ontario, Canada (N= 934) responded to survey measures of academic performance, attitudes towards education and sexual violence experiences. The results indicate that sexual violence has a deleterious impact on women’s academic performance including and beyond grades. Women students who experienced sexual violence reported more delays and failures on assignments, courses and exams, were more likely to endorse attendance problems and thoughts of dropping out or quitting than students not reporting sexual violence. Type of sexual violence experienced was also related to academic performance. The results are discussed in terms of the need to understand components of academic performance as well as factors that may contribute to outcomes for students. Findings have implications for intervention and policy development.
Exploring university-to-college transfer in Ontario: A qualitative study of non-linear post-secondary mobility
Authors: Maier Reana , Robson Karen 
Published: December 2020

In this study, we explored the experiences of Ontario students who have engaged in a ‘reverse transfer’, i.e. moving from university-to-college (UTC). Data was collected through qualitative interviews with 20 participants who began their post-secondary journey in a university program, but left that program before completing it, and subsequently pursued a college program. We focused on the factors that led to the decision to reverse transfer, participants’ experiences and perceptions of the reverse transfer process, and what, if any, barriers they experienced.
We found that motivations for leaving university were distinct from, though sometimes related to, motivations for pursuing college. Reasons for leaving university were clustered around three themes: academic struggles, mental/physical health/special education need struggles, and future prospects. These were highly interconnected and characterized by difficulties, ranging from mild to severe, coping with university. Motivations for pursuing college were more practical and straightforward, relating to subject interest, college learning environment, location, and future prospects. While most participants reflected very positively on their decision to transfer, there were some negative or ambivalent reflections about having left university before completing their degrees. These were largely related to a sense of personal failure and/or the negative reactions of others, particularly parents. Personal and external (usually parental) negative reflections were tied to cultural and societal expectations about high achievement and perceptions of university education as superior to college education. We conclude with policy recommendations.
A Program of Their Own: The Design and Evolution of an Undergraduate Degree Program for Police Officers in Ontario
Authors: Deckha Nitin 
Published: December 2020

In the late 1990s and early 2000s, the Toronto Police Service was exploring how to increase access to higher education to its officers. The service saw higher education as salient to its organizational imperatives of professionalization, increased public legitimacy and credibility, and enhanced academic recognition of police professional learning. To realize this mission, the Toronto Police Service entered into a higher education partnership with the University of Guelph and Humber Institute of Technology and Advanced Learning under its then-new joint venture, the University of Guelph-Humber. The University of Guelph-Humber designed an accredited higher education pathway for Toronto Police personnel that also gave academic credit for past professional learning and increased educational access by offering blended course delivery. Based on semi-structured interviews with key educational administrators at the University of Guelph-Humber, Humber Institute of Technology and Advanced Learning, and the Toronto Police Service, this article narrates the origins of this higher education pathway—a Bachelor of Applied Arts in Justice Studies. In addition, it describes how this pathway evolved to include non-uniform Toronto police personnel, other police services, and expanded further to include learners from the larger justice and public safety fields. The exploration is situated in a larger discussion about the relationship between higher education, professionalization and legitimacy, and the potential of partnerships between higher educational institutions and professions in Canada.
Uma análise preliminar dos percursos acadêmicos dos estudantes ingressantes nos cursos da FACC/UFRJ
Authors: Pereira Eliane Ribeiro , Oliveira Antonio José Barbosa de , Chaves Maria Cecília De Carvalho 
Published: December 2020

Este relato de pesquisa descreve os resultados parciais de uma investigação quantitativa, de caráter descritivo e exploratório, quanto aos fins; e, quanto aos meios, bibliográfico, documental e um estudo de caso dos cursos da cursos da Faculdade de Administração e Ciências Contábeis - FACC/UFRJ. Este estudo consiste na análise de dados quantitativos para discutir as condições de permanência, desempenho e a trajetória acadêmica dos alunos ingressantes pela ação afirmativa (AA) na FACC/UFRJ, em comparação com os alunos da Ampla Concorrência (AC). As AA se distinguem, sobretudo pelo seu caráter específico, reservando vagas para alunos de escolas públicas, negros, dentre outros grupos, ou seja, buscando a democratização do acesso ao ensino superior, considerando nossas desigualdades sociais (HERINGER e HONORATO (2014); OLIVEIRA e MAGALHÃES (2014)). O estudo visa efetuar, num primeiro momento, uma análise comparativa entre os alunos ingressantes no ano de 2014, pela AA e aqueles que ingressaram pela Ampla Concorrência (AC) nos referidos cursos. Pretende-se estabelecer dados comparativos entre taxas de permanência e os coeficientes de rendimento acadêmico dos alunos das duas modalidades de acesso. Os dados oferecem parâmetros para a aferição de alguns impactos decorrentes da Lei de Cotas e o referencial teórico em que o estudo está ancorado (BOURDIEU e PASSERON (1975); COULON (2008), COSTA, LOPES e CAETANO (2014) e MENDES, CAETANO e FERREIRA (2016)). Os resultados preliminares apontam que não há discrepância entre os índices de permanência e evasão, bem como entre os índices de coeficiente de rendimento acadêmico de cotistas e não cotistas.
Kesiapan mahasiswa PGSD untuk menjadi guru SD
Authors: Adi Yogi Kuncoro 
Published: December 2020

Semakin baik pendidikan tinggi yang diperoleh mahasiswa diharapkan menjadikan calon guru sarat dengan kompetensi keguruan yang dimiliki. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan kesiapan mahasiswa untuk menjadi guru SD ditinjau dari aspek cognitive readiness, emotive-attitudinal readiness, dan behavioral readiness. Subjek penelitian ini adalah mahasiswa PGSD FKIP Universitas Kuningan Tahun Ajar 2016/2017. Objek penelitian ini adalah kesiapan untuk menjadi guru SD ditinjau dari aspek cognitive readiness, emotive-attitudinal readiness, dan behavioral readiness. Penelitian ini merupakan penelitian survei dengan pendekatan kuantitatif. Populasi adalah seluruh mahasiswa PGSD FKIP Universitas Kuningan. Sampel diambil dengan teknik purposive sampling. Teknik pengumpulan data kesiapan menjadi guru SD diukur dengan angket tertutup dan terbuka. Teknik analisis data yang digunakan dalam penelitian ini adalah menggunakan teknik persentase dengan tahap editing, skoring, dan tabulasi. Hasil penelitian menunjukkan mahasiswa PGSD FKIP Universitas Kuningan Siap untuk mengemban profesi Guru SD. Aspek behavioral readiness masih harus mendapat perhatian agar memperoleh hasil yang maksimal. Secara keseluruhan aspek, kesiapan tersebut juga masih belum dalam kategori maksimal (Sangat Siap) untuk setiap indikator dalam penelitian ini. Selain itu, beberapa permasalahan urgen yang segera membutuhkan penanganan seperti motivasi mahasiswa dalam memilih profesi guru dan bekerja sepenuh gaji.

Kata-kata Kunci: kesiapan, kompetensi guru, calon guru
MODELO DE PREVISÃO DE DESEMPENHO DE TRIATLETAS COM A UTILIZAÇÃO DA ANÁLISE DISCRIMINANTE (TRIATHLETES PERFORMANCE PREDICTION MODEL USING DISCRIMINANT ANALYSIS)
Authors: Pandeló Júnior Domingos Rodrigues 
Published: December 2020

A previsão do desempenho esportivo é relevante para a identificação de talentos e no estabelecimento de estratégias de treinamento. O objetivo do presente artigo é estabelecer um modelo que tenha a capacidade de predizer o desempenho de triatletas. Para isso foi utilizada a análise discriminante, que é uma técnica de análise multivariada. Trabalhou-se com 21 voluntários, sendo 7 profissionais e 14 amadores, todos do sexo masculino. Foram selecionadas variáveis antropométricas, fisiológicas e de treinamento fáceis de serem mensuradas, sem a necessidade de utilização de laboratórios específicos. O presente estudo mostrou que com a utilização de algumas variáveis pode-se buscar inferir a performance de triatletas. A previsão de performance é de vital importância, quer seja para a detecção de talentos, quer seja para a estruturação do treinamento, o que mostra a importância do desenvolvimento de modelos desse tipo.
EDITORIAL
Authors: Barros Antonio Teixeira 
Published: December 2020

O número 22 da Revista E-Legis apresenta a seus leitores uma edição com variadas temáticas com interface com o Poder Legislativo, começando com o artigo Características da produção legislativa da Câmara dos Deputados de 2007 a 2010, de autoria de Gustavo Reis Sabbag, em que analisa a produção do ponto de vista de sua abrangência, seus efeitos e sua temática, concluindo que a agenda parlamentar está focada cada vez mais em temas secundários.Na sequência temos o texto de Carla Simara Luciana da Silva Salasário Ayres, Renata Andrade de Oliveira e Éder Rodrigo Gimenes intitulado Legislativo municipal catarinense: gênero e origem, trajetória e valores políticos, que a partir de dados do 1º Censo do Legislativo Municipal Catarinense, analisa a situação do estado, concluindo que há desigualdades gritantes na composição dos legislativos municipais em relação à participação feminina.Os pesquisadores Adriano Codato e Paulo Franz contribuem com o estudo O recrutamento ministerial no Brasil: trajetória profissional e filiação partidária de FHC a Lula que compara as estratégias políticas adotadas pelos dois governos no recrutamento de seus colaboradores do primeiro escalão.Flávio Contrera assina o artigo Posições de política externa nos manifestos de campanha de Democratas e Republicanos no pós-guerra fria, que trata de identificar as visões dos parlamentares estadunidenses sobre a política externa a partir dos anos 1990, concluindo-se que tanto Democratas como Republicanos assumem “posicionamento centrípetas e centrífugas” nas seis eleições analisadas.Na sequência Tadeu Sposito do Amaral e Paulo Ricardo dos Santos Meira analisam o tema Jornalismo em vídeo para web: o modelo da Agência Senado, em que identificam as características de linguagem e formato de vídeos publicados no YouTube Senado Federal, verificando ainda o conteúdo dos 50 mais assistidos pelos usuários do Canal.Por fim, Ana Marusia Meneguin apresenta um estudo sobre o portal infantil da Câmara dos Deputados: Plenarinho: novos paradigmas. A autora resgata do ponto de vista histórico a criação do programa, analisando ainda os projetos que contem. Encerra mostrando a evolução do Plenarinho e os desafios que iniciativas dessa natureza impõem tanto na criação, quanto na sua continuidade.Esperamos contribuir cada vez mais para o enriquecimento das discussões acerca das temáticas atinentes ao Poder Legislativo. Boa leitura a todos!