Analyzing interdisciplinarity: typology and indicators

Culture and Experience.

Medicine has evolved from the undertaking of the individual practitioner to a state in which many disciplines become involved in administering both diagnostic and treatment services. It has become a standard of care in hospital and clinic-based practice to utilize a multidisciplinary approach to medical care. Multidisciplinary modes of practice, however, do not ensure that participants interact cooperatively, or with the exclusive purpose of patient benefit. The usual mode of interaction within medical academic and clinical environments promotes individualism, protectionism, and some degree of isolation, not infrequently to the detriment of patient care. The stated purpose of this book is to provide a synthesis of theories and methodologies that promote a growing permeability of boundaries and that allow for intellectual accommodation. Health care professionals have been turning to interdisciplinary intervention approaches for several reasons, but the most compelling in medicine is the need to solve problems that are beyond the

Interdisciplinarity: History, Theory, and Practice

MOST past studies of learning have been concerned with the acquisition of intellectual or motor habits and skills. The learning process has been studied, so to speak, in a social vacuum. With the subject of imitation, text-books have usually dealt casually, explaining it in terms of current theory, nativistic, 'associationist' or, more rarely, in terms of learning. Familiar phenomena are the ones most liable to be lightly passed over, and it is perhaps just because imitation is so pervasive and universal a process that its significance has been overlooked. Social Learning and Imitation By Neal E. Miller John Dollard. (International Library of Sociology and Social Reconstruction.) Pp. x + 284. (London: Kegan Paul and Co., Ltd., 1945.) 15s. net.

Social Learning and Imitation

Enabling and Empowering Families: Principles and Guidelines for Practice

In this paper, we shall present the results of two successive surveys carried out among Frenchspeaking students at the undergraduate level regarding their representations of the training they received in statistics, of this subject matter’s academic and professional uses, and of the stumbling blocks encountered while learning it. The first set of data was gathered in 2007-2008 from 666 students. The following year, a more in-depth survey, which included semi-structured interviews, was conducted with 146 other students. Data show that representations of statistics vary according to whether the students are in pre-service or continuing education, and according to their academic or professional experience. In addition, and in accordance with Shaughnessy (2006), results show that statistical education is only as effective as the level that students integrate it into their education project.

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Social representations of french-speaking undergraduate students in humanities and social studies in the use and difficulties in learning statistics

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L’approche interculturelle auprès de réfugiés et de nouveaux immigrants, par M. Chiasson-Lavoie, N. Théorêt, M. Gagnon, M. Cantin, J.J. Doricent, G. Azevedo et G. Roy, Montréal, Centre de services sociaux du Montréal métropolitain, 1992.

This article presents findings of a larger SHHRC-funded study (1998-2002) on competencies expected of and exhibited by educational and social professionals working with young children from socioeconomically disadvantaged environments. After describing the context of socioeducational interventions in early childhood education in Quebec, the authors present the duality and the potential complementarity of the values underlying this intervention by comparing the kindergarten classroom with day-care environments for children aged 4 and 5. Then, the authors present the findings of a survey based on a random sample of parents of young Quebecois children enrolled in or having attended day-care centers or kindergarten classrooms. The article highlights the differences in parents’ expectations according to the types of pre-school environment and according to socioeconomic levels. These expectations are compared to the purposes of each environment as defined by their respective curriculum articulated in official policy. Finally, the issues resulting from the debate on the educational or non-educational nature of pre-school education are examined in light of the needs of society as reflected by Quebecois parents. Footnotes for this article are found after the text. Des apostilles pour cet article sont trouvees a la fin du texte.

Les Représentations de Parents Québécois au Regard de l'Intervention Socioéducative au Préscolaire Quebec Parents' Representations of Social and Educational Intervention in Pre-school Education

Essentiellement, ce texte constitue une critique d’une étude sur les écoles secondaires du Québec, publiée à l’automne 2000. Dans les faits, cette étude abouti à une mise en rangs sommaire de 474 écoles. La critique porte principalement sur trois points : la dimension idéologique du document, la problématique et la méthode, la stratégie de diffusion des résultats. Nous concluons que l’étude est déficiente tant du point de vue du cadre conceptuel que des aspects reliés à la mesure et qu’elle sert d’autres objectifs que l’amélioration de l’école.

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Le palmarès des écoles secondaires en question

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François Larose

Papers

Social representations of french-speaking undergraduate students in humanities and social studies in the use and difficulties in learning statistics

L’approche interculturelle auprès de réfugiés et de nouveaux immigrants, par M. Chiasson-Lavoie, N. Théorêt, M. Gagnon, M. Cantin, J.J. Doricent, G. Azevedo et G. Roy, Montréal, Centre de services sociaux du Montréal métropolitain, 1992.

Les Représentations de Parents Québécois au Regard de l'Intervention Socioéducative au Préscolaire Quebec Parents' Representations of Social and Educational Intervention in Pre-school Education

Le palmarès des écoles secondaires en question

Pratiques interculturelles sous l’angle de la modernité, par Ghislaine Roy, Montréal, Centre de services sociaux du Montréal métropolitain, 1991.