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Au cours de la dernière décennie, les Centres de formation générale des adultes (CFGA) ont accueilli de plus en plus de jeunes adultes (MELS, 2013) et la proportion d’adultes à besoins particuliers (ABP), qui inclut les élèves ayant un TDAH, est en constante augmentation. Ainsi, la présente étude s’intéresse au parcours de vie des jeunes adultes ayant reçu un diagnostic de TDAH et qui fréquentent un CFGA. Plus précisément, elle a pour objectif de documenter les conséquences personnelles, scolaires, familiales, professionnelles et sociales du TDAH sur le parcours de vie et le parcours scolaire des participants. Elle cherche également à identifier les stratégies d’adaptation développées par ces jeunes adultes tout au long de leur parcours de vie et de leur parcours scolaire, pour faire face aux différentes conséquences du TDAH. Dans le cadre de cette étude, huit participants ont été recrutés à l’intérieur d’un CFGA de la région du Saguenay–Lac-Saint-Jean. C’est par le biais d’une entrevue semi-dirigée et d’un questionnaire sociodémographique que les données ont été recueillies. Basés sur le modèle bioécologique de Bronfenbrenner (2005) et sur le modèle transactionnel du stress et du coping de Lazarus et Folkman (1984), certains constats ont été émis. Dans un premier temps, il s’avère que le TDAH a occasionné des conséquences dans l’ensemble des sphères de vie des répondants. Cependant, ce serait la sphère scolaire que serait la plus affectée par le TDAH et la plupart des stratégies d’adaptation déployées impliqueraient le milieu scolaire des répondants. L’étude a également permis de constater que le soutien social est un élément qui facilite la mise en place de stratégies efficaces. Enfin, on remarque que les difficultés scolaires rencontrées par les participants sont moins nombreuses au CFGA que lorsque ces derniers fréquentaient une école secondaire du secteur jeune étant donné la formule individualisée de la formation offerte dans ce type d’établissement et la mise

The author presented results from a qualitative study of the changes experienced by 13 Latino parents of adolescents in East Los Angeles participating in a parent training program. Data collected from classroom observations, focus groups, and interviews with the instructors of the parent training program were triangulated to determine that the skills of showing love and affection and improved communication through listening instead of yelling were changes most commonly reported by parent participants positively affecting the parent-child relationship. Barriers to implementing these skills included parents' assumptions regarding the parent-child relationship, culture and upbringing, and fear of unknown outcomes. Despite these barriers, there is substantial overlap between the goals of the program and the changes reported by parents. Instructors tailored the parent training curriculum to the target demographic by engaging parents in roleplaying and by sharing personal stories and examples to provide context.

The author presented results from a qualitative study of the changes experienced by 13 Latino parents of adolescents in East Los Angeles participating in a parent training program. Data collected from classroom observations, focus groups, and interviews with the instructors of the parent training program were triangulated to determine that the skills of showing love and affection and improved communication through listening instead of yelling were changes most commonly reported by parent participants positively affecting the parent-child relationship. Barriers to implementing these skills included parents' assumptions regarding the parent-child relationship, culture and upbringing, and fear of unknown outcomes. Despite these barriers, there is substantial overlap between the goals of the program and the changes reported by parents. Instructors tailored the parent training curriculum to the target demographic by engaging parents in roleplaying and by sharing personal stories and examples to provide context.

As large-scale oil, gas, and mining projects move to increasingly remote areas, they threaten to generate adverse impacts for the local communities and indigenous peoples who inhabit these areas. For many project-affected communities, Free, Prior, and Informed Consent (FPIC) represents a critical tool for ensuring that they have a say in whether and how extractive industry projects move forward. This policy briefing examines publicly available corporate commitments regarding community rights and community engagement. The results suggest increasing commitments to FPIC in the mining sector but disappointing trends in relation to the oil and gas sector and women's participation in decision making.For the launch of the report, the United Nations Special Rapporteur on the Rights of Indigenous Peoples prepared a video address for Oxfam: Message of Victoria Tauli-Corpuz for the Save the Date for the Community Consent Index launch.At the Community Consent Index launch event in Washington, DC on 23 July 2015, Oxfam staff were joined by representatives from industry and civil society on a panel discussion.

As large-scale oil, gas, and mining projects move to increasingly remote areas, they threaten to generate adverse impacts for the local communities and indigenous peoples who inhabit these areas. For many project-affected communities, Free, Prior, and Informed Consent (FPIC) represents a critical tool for ensuring that they have a say in whether and how extractive industry projects move forward. This policy briefing examines publicly available corporate commitments regarding community rights and community engagement. The results suggest increasing commitments to FPIC in the mining sector but disappointing trends in relation to the oil and gas sector and women's participation in decision making.For the launch of the report, the United Nations Special Rapporteur on the Rights of Indigenous Peoples prepared a video address for Oxfam: Message of Victoria Tauli-Corpuz for the Save the Date for the Community Consent Index launch.At the Community Consent Index launch event in Washington, DC on 23 July 2015, Oxfam staff were joined by representatives from industry and civil society on a panel discussion.

As large-scale oil, gas, and mining projects move to increasingly remote areas, they threaten to generate adverse impacts for the local communities and indigenous peoples who inhabit these areas. For many project-affected communities, Free, Prior, and Informed Consent (FPIC) represents a critical tool for ensuring that they have a say in whether and how extractive industry projects move forward. This policy briefing examines publicly available corporate commitments regarding community rights and community engagement. The results suggest increasing commitments to FPIC in the mining sector but disappointing trends in relation to the oil and gas sector and women's participation in decision making.For the launch of the report, the United Nations Special Rapporteur on the Rights of Indigenous Peoples prepared a video address for Oxfam: Message of Victoria Tauli-Corpuz for the Save the Date for the Community Consent Index launch.At the Community Consent Index launch event in Washington, DC on 23 July 2015, Oxfam staff were joined by representatives from industry and civil society on a panel discussion.

As large-scale oil, gas, and mining projects move to increasingly remote areas, they threaten to generate adverse impacts for the local communities and indigenous peoples who inhabit these areas. For many project-affected communities, Free, Prior, and Informed Consent (FPIC) represents a critical tool for ensuring that they have a say in whether and how extractive industry projects move forward. This policy briefing examines publicly available corporate commitments regarding community rights and community engagement. The results suggest increasing commitments to FPIC in the mining sector but disappointing trends in relation to the oil and gas sector and women's participation in decision making.For the launch of the report, the United Nations Special Rapporteur on the Rights of Indigenous Peoples prepared a video address for Oxfam: Message of Victoria Tauli-Corpuz for the Save the Date for the Community Consent Index launch.At the Community Consent Index launch event in Washington, DC on 23 July 2015, Oxfam staff were joined by representatives from industry and civil society on a panel discussion.

The ability to understand speech and produce intelligible speech has relevance for second language (L2) learners participating in communication. Since pronunciation plays a major role in intelligibility, the purpose of this study was to explore the relationship between instructional approach and phonological acquisition. To this end, word stress, an important element of English phonology, was targeted and the effects of three prevalent types of instruction were examined. The following research questions were investigated: (1) Does forms-focused, meaning-focused, or forms & meaning-focused instruction affect the accuracy of word stress perception and production? (2) If effects are found, do different types of instruction differently affect the accuracy of word stress perception and production? In order to examine the effects of focus-on-forms and focus-on-meaning, singularly and in combination, forty-four intermediate ESL students served as subjects in this study. Three pronunciation classes (n = 32) taught by the researcher were divided into three treatment groups: forms-focused (FF), meaning-focused (MF), and forms & meaning-focused (FMF). Each treatment group participated in an instructional treatment on word stress during ten 65-minute classes. Teacher-fronted activities occupied approximately one-third of class time, and student pair work occupied the remaining two-thirds for all treatment groups. The FF Group participated in teacher-led drills and controlled pair practice such as reading dialogues. In contrast, the (MF), Group participated in communicative teacher-fronted activities and pair activities such as information-gap and jigsaw tasks. As for the FMF Group, in both teacher-fronted and pair activities, students moved from forms-focused practice into more meaning-based communicative activities and received feedback throughout all activities. A control group consisted of students from one intermediate grammar classes (n = 12). A pre-test, consisting of con