Relevant bibliographies by topics / College de Lévis, Quebec, Quebec

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Academic literature on the topic 'College de Lévis, Quebec, Quebec'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "College de Lévis, Quebec, Quebec"

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Péloquin, F., É. Marmen, V. Gélinas, A. Plaisance, and P. Archambault. "P049: Goals of care discussion in the emergency department: is it possible." CJEM 22, S1 (May 2020): S81—S82. http://dx.doi.org/10.1017/cem.2020.255.

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Introduction: The Institut national d'excellence en santé et en services sociaux in Quebec published guidelines suggesting that emergency physicians should establish emergency department (ED) patients’ goals of care when appropriate. The objective of this study was to explore emergency physicians’ opinions about leading goals of care discussion (GCD) in their daily practice. Methods: This study used a qualitative design based on the Normalisation Process Theory (NPT); a middle-range theory used to explain the sustainability of implementing complex healthcare interventions. It was conducted in a single academic ED in Lévis, Québec. We planned to recruit a minimal convenience sample of 10 participants. Between April and May 2018, we conducted semi-structured interviews and transcribed the audio records verbatims. Deductive thematic analysis based on the NPT was conducted using Nvivo 12.0. Two authors codified the content of each interview under the four NPT macro-level constructs: coherence, cognitive participation, collective action and reflexive monitoring. A kappa score was calculated to measure the coding inter-rater reliability. Results: We interviewed 10 ED physicians (50 % women; 60% certified by the College of Family Physicians of Canada (Emergency Medicine)). No new ideas emerged after the 9th interview. Our thematic analysis identified 13 themes. Inter-rater reliability of coding was substantial (kappa = 0.72). The coherence construct contained the following themes: common concept of interpersonal communication, efficiency of care and anxiety generated by the discussion, the identification of an acute deterioration leading to the GCD, coming together of clinician, patient and family, and the importance of knowing patients’ goals of care before medical handover. The cognitive participation construct involved the following themes: lack of training on the new goals of care form and availability of reminders to promote the recommendation. One theme characterized the collective action construct: heterogeneous prioritization for leading GCD. The reflexive monitoring construct contained 4 themes: need to take action before patients consult in the ED, need to develop education programs, need for legislation and the impossibility of systematic GCD for all patients. Conclusion: Goals of care discussion is possible and essential with selected patients in the ED. Nevertheless, policy-making efforts remain necessary to ensure the systematization of the recommendation.
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Rudin, Ronald. "In Whose Interest? The Early Years of the First Caisse Populaire, 1900‑1945." Historical Papers 22, no. 1 (April 26, 2006): 157–77. http://dx.doi.org/10.7202/030969ar.

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Abstract In 1900 Alphonse Desjardins opened the first caisse populaire at Lévis, a small town located across the St. Lawrence from Quebec City. Many historians have seen the establishment and the early operations of the Caisse populaire de Lévis in heroic terms, as it proved to be the beginning of the development of a vast cooperative movement. Desjardins and his colleagues were described as disinterested men only desirous of providing financial services to the poor. This characterization has a certain validity, as credit was made available that could not have been found elsewhere. Nevertheless, such a perspective ignores the fact that the founders of the caisse and their successors were members of the local petite bourgoisie who were profoundly insecure regarding their place in an industrializing Quebec. As a result, the operations of this caisse up to the end of World War II were not always in the best interests of the poorer elements of Lévis.
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Maletz, Jörg. "Arenig biostratigraphy of the Pointe-de-Lévy slice, Quebec Appalachians, Canada." Canadian Journal of Earth Sciences 34, no. 6 (June 1, 1997): 733–52. http://dx.doi.org/10.1139/e17-061.

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The Pointe-de-Lévy slice includes a nearly complete Arenig graptolite succession. A conspicuous gap exists in the Yapeenian (Ya) to lower Darriwilian (Da) part (Ya 1 – Da 1). The lithological column is compiled from several sections at Lévis, Quebec, that yield only parts of the complete succession. The graptolite zonation can be compared closely with that from the Cow Head Group of western Newfoundland and the Deep Kill Formation of eastern New York. The Shumardia "Limestone" is differentiated into four graptolite zones and subzones, of which the youngest zone clearly belongs to the Llanvirn. The Araneograptus murrayi and Holmograptus lentus zones are documented for the first time from the Lévis area. The Undulograptus dentatus Zone of the latest Arenig is introduced.
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Chené, Adèle, and Marie‐José Fleury. "COLLEGE STUDIES AFTER 50 YEARS OF AGE: A QUEBEC EXPERIENCE." Educational Gerontology 18, no. 5 (January 1992): 497–510. http://dx.doi.org/10.1080/0360127920180507.

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Hendry, Michael T., C. Derek Martin, and S. Lee Barbour. "Measurement of cyclic response of railway embankments and underlying soft peat foundations to heavy axle loads." Canadian Geotechnical Journal 50, no. 5 (May 2013): 467–80. http://dx.doi.org/10.1139/cgj-2012-0118.

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This paper presents the deformation and pore-water pressure response within peat foundations below three different railway embankments in response to cyclic heavy axle loading. The study sites include two at Canadian National (CN) Railway's Edson and Lac-La-Biche subdivisions in northern Alberta, and one at CN′s Lévis subdivision in southeastern Quebec. The three sites were instrumented to monitor the spatial distribution of strain, pore pressure generation, and stress, and the distribution of horizontal cyclic displacement with depth during the passage of trains. The horizontal cyclic displacement with depth was measured using a ShapeAccelArray (SAA). An analysis was conducted to determine how close the peat is to yielding under heavy axle loads. This analysis was based on the elastic response determined from undrained triaxial testing, a constitutive model developed for peat, and finite element modelling. The field response and the numerical modelling suggest that the embankments at the northern Alberta sites are stable under current loading conditions. The highest potential for yielding at these sites occurs just beneath the embankment and at the interface between the peat and underlying stiffer soil. At the Lévis site the analysis suggests that a recently constructed ditch concentrates shear stress at a location where the principal stress orientation corresponds to a reduced strength of peat and may have increased the potential for yielding.
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Prujiner, Alain. "Injonction interlocutoire - Mandamus - Immunité de la Couronne – Discrétion administrative - Paiement de subventions." Chronique de jurisprudence 19, no. 4 (April 12, 2005): 1061–67. http://dx.doi.org/10.7202/042285ar.

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The function of interlocutory injunctions is changing in Quebec procedural law. Its field of operation is extending and the case of Driscoll College v. Morin opens up new perspectives as regards four points : the use of mandamus, Crown immunity, administrative discretion and the power to order the payment of a sum of money. Yet it seems that new difficulties will rise before long, which may require a complete reassessment of the interlocutory injunction's role in Quebec law.
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Bérubé, Marc-André, Jacques Locat, Pierre Gélinas, Jean-Yves Chagnon, and Paul Lefrançois. "Black shale heaving at Sainte-Foy, Quebec, Canada." Canadian Journal of Earth Sciences 23, no. 11 (November 1, 1986): 1774–81. http://dx.doi.org/10.1139/e86-163.

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Oxidation of pyrite and crystallization of sulphate minerals in rock fractures have locally produced ground heaving in excess of 10 cm in the foundations of a college at Sainte-Foy, near Québec (Quebec). Black shales of the Sainte-Foy Formation are involved; they contain about 2% disseminated framboidal pyrite and 3% calcite. Reaction products identified with a scanning electron microscope (SEM) equipped with an energy-dispersive X-ray chemical analyser (EDXA) are iron hydroxides and numerous sulphate minerals containing calcium, iron, potassium, aluminum, magnesium, manganese, barium, and strontium. In Ontario, heaving of black shales has been observed in the Ottawa area in particular; rock expansion there was mainly attributed to crystallization of gypsum along the bedding plane cleavages of the shales. At Sainte-Foy, fibroferrite, a fibrous iron–aluminum sulphate mineral, probably also contributed significantly to heaving.
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LABERGH, CHRISTIANE, and W. E. SACKSTON. "ADAPTABILITY AND DISEASES OF JERUSALEM ARTICHOKE (Helianthus tuberosus) IN QUEBEC." Canadian Journal of Plant Science 67, no. 1 (January 1, 1987): 349–53. http://dx.doi.org/10.4141/cjps87-050.

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An early and a midseason cultivar of Jerusalem artichoke (JA) (Helianthus tuberosus) were better adapted than a late cultivar at Macdonald College and L’Acadie, Quebec, and Ottawa, Ontario. Diseases observed on JA were powdery mildew (Erysiphe cichoracearum), Sclerotinia rot (S. sclerotiorum), and apical chlorosis (Pseudomonas syringae pv. tagetis).Key words: Jerusalem artichoke, Helianthus tuberosus, adaptability, powdery mildrew, Sclerotinia rot, apical chlorosis
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9

Isherwood, Geoffrey B. "College Choice: A Survey of English-Speaking High School Students in Quebec." Canadian Journal of Education / Revue canadienne de l'éducation 16, no. 1 (1991): 72. http://dx.doi.org/10.2307/1495218.

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Fichten, Catherine S., Jennison V. Asuncicion, Maria Barile, Chantal Robillard, Myrtis E. Fossey, and Daniel Lamb. "Canadian Postsecondary Students With Disabilities: Where Are They?" Canadian Journal of Higher Education 33, no. 3 (December 31, 2003): 71–113. http://dx.doi.org/10.47678/cjhe.v33i3.183441.

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Results of a Canada-wide and a Quebec based study of students with a variety of disabilities in Canadian postsecondary education are presented. Study 1 involved 156 professionals. They represent 80% of the population of professionals who provide on-campus disability support services. Results indicate that (1) 8% of postsecondary institutions reported not having any students with disabilities, (2) overall, 2% of students are registered to receive disability related services from their post- secondary institutions, and (3) this varies from 1/2% to 6% across the country. Junior/community colleges had a higher percentage of students with disabilities registered to receive disability related services (3 3/4%) than universities (1 2/3%). (4) Distance education had 3%. (5) Quebec has a smaller proportion of both college (2/3% vs 6%) and university (1/2%) vs 2 1/2%) students with disabilities than the rest of Canada. A targeted study involving 46 professionals who provide disability related services in Quebec's public junior/community colleges, the CEGEPs, revealed that lack of recognition of learning disabilities for postsecondary funding by the Quebec government is an important contributor to the small percentages, although it cannot explain the huge discrepancies between Quebec and the rest of Canada. Extrapolation suggests that there are over 100,000 students with disabilities currently enrolled in Canadian postsecondary education, although only 1/4 to 1/2 of them register to receive disability related services.
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Dissertations / Theses on the topic "College de Lévis, Quebec, Quebec"

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Taylor, Philip J. "Preparing CEGEP students for university education : a case study." Thesis, McGill University, 1995. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23247.

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The purpose of this study was to obtain a picture of the features of the Liberal Arts Honours Program at Vanier College, St. Laurent, Montreal, which contributed to students' preparation for university. The chief sources of information were drawn from students, teachers, and administrators. A questionnaire was administered to fifty-three students. An interview-protocol was also used to collect in-depth data from six first-year and six second-year students, and six teachers, and three administrators. Analysis of data suggested that 70% of students and also 80% of the majority of the participants in this study were satisfied with Vanier College's pre-university program. Students' satisfaction was due to the following factors: academic rigor, good teaching, a highly motivated student body, appropriate administrative support, encouragement from peers and the home, and a positive school climate. The study concluded that students were quite well prepared for universities, such as McGill University, in basic academic skills. The study focused on positive qualities that the Honours program possessed. This study, being the first to examine the actual operations of a successful CEGEP pre-university training program, enriches our understanding of the CEGEP system and adds to the limited amount of information on this topic.
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Robertson, Jennifer L. 1969. "The effects of an adventure education problem-based approach program on students' self-esteem and perceived problem solving ability /." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35304.

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This study investigated changes in self-esteem and perceived problem solving ability of academically at-risk students participating in a program called Science of Survival. The program combined adventure education and problem based learning approaches. One hundred and fifty-five male and female students, between the ages of 16 and 24 years completed the Self-Esteem Inventory and the Problem Solving Inventory at the beginning of the semester, after an adventure experience weekend, and at the end of the semester. A group of seventy-seven first year social science students, serving as a control group, also completed the inventories on the same time schedule. Self-esteem and perceived problem solving ability scores were analyzed by two one-way (treatment versus control) repeated measures (three assessments times) ANOVAs. Correlations between the two measures were also computed. Results indicated significant (p $<$.05) interactions of group by time for both self-esteem and perceived problem solving ability and significant correlations. Further analysis showed the Explorations II program was effective at increasing self-esteem and perceived problem solving ability and that these two constructs are related. The control group did not change in self-esteem over the period, but showed a deterioration in perceived problem solving ability.
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Johnson, Walter. "Factors affecting the evolution of teaching processes and teacher morale at a Quebec community college." Thesis, 1990. http://spectrum.library.concordia.ca/3239/1/ML56056.pdf.

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Dufour, Emanuelle. "La sécurité culturelle en tant que moteur de réussite postsecondaire : enquête auprès d'étudiants autochtones de l'Institution Kiuna et des espaces adaptés au sein des établissements allochtones." Thèse, 2015. http://hdl.handle.net/1866/13638.

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L’adaptation culturelle de programmes et de services postsecondaires peut-elle contribuer à la construction identitaire des étudiants de Premières Nations? L’enracinement identitaire peut-il à son tour favoriser la persévérance et la réussite scolaires? À travers les concepts de sécurité culturelle et d’enracinement identitaire, je démontrerai que la consécration d’espaces physiques et idéologiques à l’intérieur du système scolaire postsecondaire contribue à la rétention et à la réussite de persévérants de Premières Nations. Pour ce faire, je m’appuierai sur les conclusions d’une enquête, menée entre 2013 et 2015 auprès d’une centaine d’étudiants autochtones adultes et une quinzaine de professionnels du milieu. Cette recherche a été rendue possible grâce à la collaboration de différentes instances éducatives incluant notamment le volet Jeunes autochtones du Projet SEUR de l’Université de Montréal, l’Institution Kiuna, le Conseil en éducation des Premières Nations (CEPN), l’Aboriginal Resource Center du Collège John-Abbott, la First Peoples’ House et le Indigenous Student Alliance (ISA) de l’Université McGill, l'Aboriginal Student Resource Center de l’Université Concordia et le Centre de développement de la formation et de la main-d'oeuvre (CDFM) huron-wendat. À l’intérieur de ce mémoire, deux formules issues du système d'éducation québécois seront successivement analysées: 1.L’adaptation culturelle de services au sein de l’institution postsecondaire allochtone et 2. L’adaptation de programmes et de services à l’intérieur d’une institution affiliée par et pour les Premières Nations. Cette deuxième initiative sera examinée à travers une étude de cas de l’Institut collégial Kiuna et de son programme novateur de Sciences humaines - profil Premières Nations (300.b0) à la lumière des expériences du Collège Manitou de La Macaza (1973-1976) et des Tribal Colleges and Universities américains (TCU).
Can cultural adaptation of postsecondary programs and services contribute to the cultural empowerment of First Nations students? Can cultural identity act as an academic anchor for aboriginal students within the postsecondary system? Through cultural security and identity rooting concepts, I will demonstrate that the consecration of physical and ideological spaces within the postsecondary education system can contribute to the retention and success of First Nations students. This study draws on the findings of a field study conducted between 2013 and 2015 to which have participated more than 100 Aboriginal students and 15 professionals of various educational bodies, including Projet SEUR’s volet Jeunes autochtones (Université de Montréal), Kiuna Institution, the First Nations Education Council (FNEC), the Aboriginal Resource Center (John Abbott College), the First Peoples' House and the Indigenous Student Alliance (McGill University), the Aboriginal Student Resource Center (Concordia University) and the Wendake’s Centre de développement de la formation et de la main-d'oeuvre (CDFM) huron-wendat. Two distinct formulas will be therefore analyzed: 1. Cultural adaptation of academic services within the post-secondary institution and 2. Cultural adaption of academic programs and services within First Nations' postsecondary institution. This second strategy will be examined through a case study of the collegial Kiuna Institute, conducted among the French cohort of the First Nations Social Program. Results will be presented under the light of those collected in regard to La Macaza’s Manitou College (1973-1976) and American Tribal Colleges and Universities (TCU).
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Bouchard, Éric. "La Bibliothèque du Collège pontifical canadien à Rome (1888-1974) : une bibliothèque québécoise outre-mer." Thèse, 2012. http://hdl.handle.net/1866/8683.

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Ce mémoire cherche à dresser l’historique de la bibliothèque du Collège pontifical canadien de 1888 à 1974, soit au moment où le Collège occupait le bâtiment sis au 117 rue des Quatre-Fontaines à Rome. Par cette recherche, nous tenterons de déterminer si cette bibliothèque, de par son origine, son intégration dans le monde catholique, son administration, son fonctionnement, sa fréquentation, et la nature de sa collection, peut être considérée comme une bibliothèque québécoise d’outre-mer, c’est-à-dire une bibliothèque faisant partie intégrante du réseau des bibliothèques canadiennes-françaises de l’époque. De plus, nous verrons dans quelle mesure cette bibliothèque a été l’objet de relations franco-québécoises à l’étranger.
This thesis seeks to establish the history of the library of the Pontifical Canadian College from 1888 to 1974, when the College occupied the building at via Quatro Fontane 117 in Rome. Through this research, we will attempt to determine whether this library, in its origin, its integration in the Catholic world, its directors, its operation, attendance, and the nature of his collection can be viewed as an oversea library of Quebec, that is to say a library an integral part of the French-Canadians libraries at this time. The same way we try to prove if that library was the subject of relations between France and Quebec abroad.
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Books on the topic "College de Lévis, Quebec, Quebec"

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Gagnon, Marc. Regional assessment, Quebec City-Lévis sector. Montreal, Qué: St. Lawrence Centre, Environment Canada, Quebec Region, 1995.

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(Québec), Lévis. Corporation de la ville de Lévis. [S.l: s.n., 1985.

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(Québec), Club Lévis. Constitution et règlements du Club Lévis. Lévis [Québec: s.n.], 1994.

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Assembly, Canada Legislature Legislative. Bill: An act to incorporate "Morrin College," at Quebec. Quebec: Thompson, Hunter, 2003.

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Quebec), Presbyterian College (Montréal, ed. History of the Presbyterian College, Montreal, 1865-1986. Montréal: Presbyterian College, 1987.

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Donovan, Patrick. Morrin College (1862-1902): Historical and architectural analysis of Quebec City's first Anglophone college. Montréal: Université de Montréal, 2005.

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Healy, Esther. St. Francis College: The legacy of a classical college, 1854-1898. [Melbourne, Quebec]: Richmond County Historical Society, 1995.

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Kerwin-Boudreau, Susan. The professional development of college teachers: A study of the Quebec master teacher program. Lewiston: Edwin Mellen Press, 2010.

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The professional development of college teachers: A study of the Quebec master teacher program. Lewiston: Edwin Mellen Press, 2009.

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Quebec Anglophone Heritage Network. Conference. For a living heritage: Report of the Quebec Anglophone Heritage Network second annual conference, June 2001, Macdonald College of McGill University, Sainte-Anne-de-Bellevue, Quebec. Lennoxville, Quebec: Quebec Anglophone Heritage Network, 2002.

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Book chapters on the topic "College de Lévis, Quebec, Quebec"

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Bazinet, Nolan. "Engendering Multiliteracies Using Digital Games and Digital Literature." In Global Perspectives on Gameful and Playful Teaching and Learning, 57–77. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2015-4.ch003.

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Recent calls for critical education in regards to social and digital media argue for the importance of 21st century media and literacy skills (Butler, 2017; Storksdieck, 2016). These calls join a chorus of academics who have long been calling for the importance of multiliteracy development in education (Cope & Kalantzis, 2000; Lankshear & Knobel, 2011; New London Group, 1996). In searching for texts that may facilitate multiliteracy development, digital games has emerged as an option in formal education, given the complex critical thinking, learning, and literacy practices they can afford (Beavis, O'Mara, & McNeice, 2012; Gee, 2007; Squire, 2008; Steinkhueler, 2010). The chapter explores the multiliterate affordances when using digital literature and digital games at an English language college in Quebec. Results show that the implications of using digital games to engender multiliteracy development are substantive.
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