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In March 2020, Quebec was struck hard by the COVID-19 pandemic. This disaster, which was to last over three years, had multiple effects, particularly in urban and regional planning. The overall objective of this article is to learn what were the perceptions and reactions of planners working within regional county municipalities (RCMs) during the COVID-19 pandemic. Beyond the general feeling of renewed interest in rural areas and outdoor activities, several negative effects have been noted such as housing crisis, reduced mobility and weakening of the commercial fabric. These impacts were perceived as significant, regardless of the location of the RCMs. Despite this, most professionals working in RCMs that participated in the study seem to consider that the planning documents in use met the territorial dimensions of the health disaster.

Keywords: Urban planning, Urbanisme, development, aménagement, MRC, MRC, COVID-19, COVID-19, Quebec, Québec

During their career, police officers have the opportunity to move into various specializations specific to the police function, including crime scene units, i.e. units bringing together specialized police officers responsible for inspecting and investigating crime scenes. This particular function requires knowledge that is distinct from more traditional police knowledges, insofar as it implies knowledge of the physicochemical principles of transfer and persistence of traces specific to forensic science. However, we still know little about how crime scene examiners acquire such knowledge, and how they value the ones they acquire through training (explicit knowledge) and practice (tacit knowledge). The present study therefore seeks to explore the processes by which Quebec crime scene examiners construct specialized knowledge relevant to crime scene inspection. The results suggest the marked predominance of experiential learning and informal professional socialization over formal learning for crime scene examiners. In this sense, such results invite further empirical investigation into the actual mechanisms of knowledge construction and their effects on the beliefs and performance of crime scene examiners.

Keywords: Crime scene investigation, Investigation de scène de crime, Socialisation professionnelle, professional socialization, Formation policière, police training, Savoirs explicites, explicit knowledge, Savoirs tacites, tacit knowledge

This article looks at the use of digital technology in schools in light of the principles of equity, diversity and inclusion (EDI). Through the implementation of educational differentiation, it examines the extent to which it is necessary to take into account the contributions and effects of digital technology in teaching. This study examines teaching practices in this area, particularly in the context of differentiating digital course materials. The literature review exposes the predominant place of diversity in education, the imperative need to take it into account, and the impact of teachers' practices in ensuring a certain degree of equity, notably through the implementation of pedagogical differentiation. Links are made with digital technology, notably by presenting some of its specific features and limitations, the inequalities it can create, which call for the use of appropriate theoretical models, and the consideration of learners' profiles. We will also examine course materials, a major vehicle for teaching, and the conditions imposed by the digital format on the development of usable and effective materials that do not introduce additional obstacles to learning. We will expose the trends in current practices at the time of the study and identify the obstacles to their further development. We will also highlight the complexity in differentiating digital course materials and the obstacles to their implementation.

Keywords: differentiated instruction, ensino diferenciado, enseñanza diferenciada, différenciation pédagogique, equidade, equity, equidad, équité, numérique, digital technology, tecnología digital, tecnologia digital, diversidade, diversity, diversidad, diversité, teachers, docentes, enseignants, professores, compétences, competencias, skills, competências

Introduction: The current biomedical vision of health is at odds with Indigenous peoples’ holistic vision of health. The differences between these visions of health create profound fears and mistrust among Indigenous people towards the healthcare system. Yet research shows that integrating traditional knowledge is promising for delivering culturally safe healthcare. Although the integration of traditional knowledge is encouraged by many healthcare stakeholders, there is little empirical research in Quebec (Canada) on how this integration takes place. Objectives: 1) Describe how traditional knowledge is integrated within the care of Indigenous people living with a health condition, 2) explore the mechanisms and contextual elements that might influence this integration, and 3) identify paths of improvement for better integration of this traditional knowledge within care. Methods: A qualitative participatory case study guided by the principles of the realist approach will be conducted in the health center of the Atikamekw community of Manawan, using a Two-Eyed Seeing approach. Talking circles, family and individual interviews will be conducted with Indigenous and non-Indigenous health professionals, traditional healers, and Indigenous people. Data will be analyzed thematically and validated by Indigenous co-investigators and collaborators. Discussion and Research Spin-offs: The results will enable a better understanding of the elements influencing the integration of traditional knowledge into care for Indigenous people. These findings are crucial for a sustainable, holistic approach to health and to improve the quality and safety of care offered to Indigenous peoples.

Keywords: traditional knowledge, savoirs traditionnels, communautés autochtones, indigenous communities, soins de santé, healthcare, holistic health, santé holistique, Two-Eyed-Seeing, approche à double perspective

The Ferlo territory is increasingly "occupied", humanly, environmentally and institutionally. A mapping based on the perceptions of local stakeholders (ZADA in French, PBRM or Perception-Based Regional Mapping) was carried out to identify the factors that, from the point of view of these stakeholders, structure the spatial organization of this territory and its surroundings: uses, practices, localisms or any other factor identified. By GIS-merging together all the maps obtained, each corresponding to an interview, we obtain a spatialized database on the determinants structuring this territory. Although the structural, ecological and socio-historical elements remain and even tend towards the specialization of territories into production 'countries', the short 2-months period herds graze in the Ferlo and the generalized use of supplementation during the pastoral lean season suggests a reorientation of these herds towards the south. It induces areas of possible tension where the north-south axis of transhumance and the West-East axis of agricultural colonization intersect. This experimental method allows us to reflect on the role of environmental observatories and the Ferlo in particular.

Keywords: Ferlo, Sénégal, transhumances, zonage à dires d'acteurs, observatoires hommes-milieux, tensions socio-environnementales, Ferlo, Senegal, transhumances, perception-based regional mapping, environmental tensions, socio-environmental observatories

This phenomenological qualitative research conducted among ten members of the teaching staff of the University of Quebec in Abitibi-Témiscamingue studied teaching practices used to support the success of indigenous students. It results from the thematic analysis of the participants’ discourse, collected through semi-structured interviews, that their pedagogical choices do not depend on the presence of indigenous students in the group. This study also shows that, in this context, participants adapt the content of their courses and adopt an attitude of listening, flexibility, openness and respect. This reflects individual efforts made to make university education more inclusive of indigenous students.

Keywords: corps enseignant universitaire, apprentissages holistiques, étudiants autochtones, pratiques enseignantes, pédagogie universitaire, university pedagogy, teaching practices, indigenous students, holistic learning, university teaching staff

In line with a socio-critical approach to digital uses, which includes both the school and the extracurricular contexts in its analysis of student’s relationship to digital technologies, this article presents a review of the scientific literature on the transfer of learning regarding the three disciplinary skills of French as a first language induced by the extracurricular digital uses of adolescents. The data consisted of scientific documents obtained through a review of writings published between 2010 and 2018 and retrieved from databases and specialized journals. The results show that the transfer of learning is not a systematic process because when an adolescent uses a technology in the new context, they do not use the same skills as in the initial context.

Keywords: ordre d’enseignement secondaire, secondary level of education, digital uses, enseignement du français langue, caractéristiques des adolescents, teaching French as a first language, contextes scolaire et extrascolaire, transfer of learning, adolescents' characteristics, transfert des apprentissages, school context and extracurricular context, usages numériques