Identification of parental program structures for deterring adolescent drinking and driving volume II: Literature review: Final report

Abstract Introduction: As part of the Truth and Reconciliation Commission of Canada’s (TRC) Final Report on the history and legacy of residential schools in Canada, ninety-four (94) Calls to Action were identified. Of those, seven are health-specific. The objective of this research paper is to determine how Canadian health library websites are responding to these calls to action. Methods: The authors conducted an initial literature review to gain an understanding of the context of Indigenous health in Canada. A content analysis of Canadian health library websites was conducted to track mentions of the TRC and their responses to the need for Indigenous-focused resources. Results: The results of content analysis indicated few online responses to the TRC’s Calls to Action from Canadian health libraries. Only thirty-three per cent of Canadian health libraries had content that was Indigenous-focused, and only about fifteen per cent of health libraries had visible content related to the TRC’s Calls to Action. Academic and consumer health libraries were more likely to have both TRC- and Indigenous-focused content. Discussion: Nuances related to the research question resulted in some challenges to research design. For example, website content analysis is an imperfect indicator of real-world action. Limitations in research design notwithstanding, visibility is an important part of conveying commitment to the TRC, and the information available indicates the Canadian medical community is not living up to that commitment. Conclusion: Canadian health libraries need to do more to show a visible commitment to the TRC’s Calls to Action.

Download Full-text

Identifying social mechanisms for the prevention of adolescent drinking and driving

Accident Analysis & Prevention ◽

10.1016/j.aap.2007.08.013 ◽

2008 ◽

Vol 40 (2) ◽

pp. 576-585 ◽

Cited By ~ 40

Author(s):

Meng-Jinn Chen ◽

Joel W. Grube ◽

Peter Nygaard ◽

Brenda A. Miller

Keyword(s):

Social Mechanisms ◽

Drinking And Driving ◽

Adolescent Drinking

Download Full-text

O docente e as práticas metodológicas aplicadas ao ensino de literatura no Ensino Fundamental

Revista Principia - Divulgação Científica e Tecnológica do IFPB ◽

10.18265/1517-03062015v1n46p213-225 ◽

2019 ◽

Vol 1 (46) ◽

pp. 213

Author(s):

Alessandra Matias Araújo ◽

Kauikwagner Jales ◽

Francinaldo Montenegro Barbosa ◽

Zilmara Kelly Firmino dos Santos ◽

Jefferson Silva de Barros Santos

Keyword(s):

Public Education ◽

Literature Review ◽

Field Research ◽

Literary Text ◽

Final Report ◽

Age Group ◽

Normative Documents ◽

Theoretical Contribution ◽

The Public ◽

Methodological Guidelines

This article deals with the methodological practices applied by the teacher to the teaching of literature at the Elementaryl level. The objective is to carry out an investigation about some of the main questions concerning the use of such methodologies in literary text. We analyze the main theoretical and practical aspects related to the importance, the character, the functionality of the method and some peculiarities regarding its application, considering the prescriptions of the normative documents. Next, we reflect on the commitment of the teacher and the efforts of the students regarding the reception to the literary text. As a theoretical contribution to the discussions we did a literature review on aspects Bordini and Aguiar theory (1993), Cosson (2014), Colomer (2007) and Lopes (1994) among others. The activities used to collect the data of the field research consisted of the observation of practical classes, whose focus was on the use of Didactic Sequences applied to work with the genre poem in the classroom and an interview with teachers of the public education. Results indicated that the main positive aspects concerning the method used to work with literary text were highlighted in the final report. In addition to that, it showed that it is vital that teachers use appropriate methodological guidelines, which will assist him in the didactic processes including the choice of an appropriate method, respecting the student’s age group and its experiential context.

Download Full-text