Search

Interventional global health research is often carried out through international scientific partnerships. However, the conduct of such research, especially in low-income countries where issues of power, money and intercultural relations are exacerbated, raises many ethical challenges particularly related to responsible conduct in collaborative research. One of these challenges is the storage, access, use and publication of data. Despite the existence of multiple influential policies and documents on ethics and the responsible conduct of research, researchers in intervention research are still not equipped to deal with such challenges. In the context of an intervention research program conducted in Burkina Faso, the authors would like to share their experience in the development of an internal policy concerning their data. After presenting the global and the particular context, the paper presents the process of policy formulation and its adoption by the researchers of an interdisciplinary and international team (Burkina Faso, Canada, France, Germany). The values that entrench this internal policy are: transparency, prevention, consensus about the production process, respect for international principles, free access to the knowledge produced and concerns regarding its dissemination and use. The policy is presented in several parts: aim, types and status of the participating researchers, data storage, access and use of data, scientific production and authorship. The main challenges faced by researchers in formulating this policy are analyzed in a shared desire to spark a debate that is rarely addressed. Trust, transparency and mutual respect should be central to any scientific partnership in intervention research.

Combustible and noncombustible notions have evolved with time, along with the associated fire tests by which legislation classifies building materials. New Zealand, Japan, and Europe are just some of the many legislations that have followed this evolution, except for North American regulations, which remain attached to methods dating back to 1944. To better understand this stagnation in North American practices, this document first traces the evolution of Canadian regulations on fire classification of materials. Then, a parallel is drawn with the evolution of reaction to fire tests mandated in the National Building Code of Canada. Finally, this paper will review the current fire classification of materials concerning the combustibility concept based on the Steiner tunnel test and the flame spread rating criteria. The analysis reveals that the relevance of the test and its results are questionable, and the reciprocity between test measurement and its classification does not always coincide. Despite the revisions made through time, the classification of materials based on their fire properties remains distinctly binary. [ABSTRACT FROM AUTHOR]

To encourage the use of research-based information (RBI) in education in Quebec, the "Centre de transfert pour la réussite educative du Québec" CTREQ and the RENARD team, a knowledge transfer research team, developed the Competency Model for Knowledge Translation to Support Educational Achievement among Quebec Youth. They then developed a pilot project involving 24 school practitioners working in seven schools in Quebec to validate the content of this framework and to encourage its implementation. The aim of the present study was to evaluate the processes and outcomes of this pilot project's implementation. Qualitative methods were used, involving data from: 1) three series of interviews with project participants, and 2) tracking sheets used to monitor activities carried out by project participants as well as by the project leaders supporting them in its implementation. Results showed the RAC implementation was able to influence participants' perceptions regarding their role in the process of fostering RBI use and provided them with resources to fulfil that role. It also appeared that participants were able, to varying degrees, to extend this learning into their professional practice. The present article also highlights elements of the pilot project that facilitated or impeded the achievement of these outcomes and suggests areas to be considered for future interventions and studies related to the implementation of a competency model to encourage RBI use.

This paper summarizes the results of a pan-Canadian online survey study that investigates the extent to which school practitioners (N = 1,153) use research to inform their practice. The self-reports indicate that the majority of the respondents used educational research, yet this engagement was infrequent. Although the respondents shared neutral attitudes about research, their comments add rather a negative connotation to their perceptions. This study's findings are relevant to school leadership organizations, teacher education institutions, and research-generating bodies as they point to the necessity of increasing research relevance and accessibility, cultivating teaching as a research-based profession, and building school capacity to use research.

To maximize the amount of carbon-sequestering mass timber and demonstrate the potential for mass timber across a range of building types and scales, DIALOG and EllisDon have developed a hybrid timber floor system (HTFS) that is composed of post-tensioned (PT) concrete beams, cross laminated timber (CLT) panels, and concrete topping connected to each other through self-tapping screws and kerf plates. This paper presents the fire performance of this novel HTFS through a combination of testing and modeling. Two mid-span sectional specimens of HTFS without concrete topping were exposed to the standard fire of CAN/ULC S101. The char depth and char rate of CLT were measured, and the temperature at specific locations were recorded to verify the design and the developed advanced finite element models. Advanced 2D models were developed to investigate the influence of steel properties and the effect from concrete spalling, and the modeling approach adopted in the refined 3D model. The developed models can estimate the char depth with difference less than 5%, and the temperature in reinforcing bars, PT duct, and concrete comparable to the average of the test results. The experimental and simulation results give an insight into the fire performance of this novel HTFS. [ABSTRACT FROM AUTHOR]

This study investigates the predictors of school practitioners' (N = 2,425) use of educational research. The suggested model explained significantly but modestly the infrequent use of educational research by practitioners. Of the four factors in the study, "opinions about research" had the most explanatory power. The results are discussed in connection with existing knowledge about school practitioners' use of educational research and implications for further research and practice.

Objective: In this paper, we evaluate the implementation of a knowledge translation strategy aimed at optimizing the use and deployment of the ÉKIP reference framework within both the education (preschool, primary, secondary) and the health and social services networks of the province of Quebec (Canada) and their partner organizations. Methods: We collected data on Web-based use of the reference framework (ÉKIP Online) and promotional newsletters in spring 2021. We then compared these with other data collected and analyzed in September 2022. We subsequently conducted 19 semi-structured interviews to explore the extent and nature of ÉKIP Online use, identify enabling and inhibiting factors, and extract recommendations for the project's continuance. Results: The increase in use of ÉKIP Online and its uptake tools suggested that communities had become increasingly interested in and informed about the reference framework. Nevertheless, the qualitative component of the evaluation offered a nuanced perspective on its use and deployment. Conclusion: The evaluation documented a series of levers to ensure the greatest possible reach of the reference framework and its use within the networks. Further efforts are necessary to reach more schools and support use and deployment. [ABSTRACT FROM AUTHOR]

Whether noncombustible or combustible construction is used, the presence of combustible materials is likely to be used for various reasons, such as interior finishes, flooring, and insulation. Consequently, how regulations consider the degree of combustibility in their fire classifications will influence the level of fire safety provided in these buildings and the exchanges between all actors in the construction sector. In North America, the regulation of combustibility is primarily governed by surface flame spread assessed through the Steiner tunnel test. While there is a growing prevalence of calorimetric methods globally, their incorporation into North American building codes remains notably limited. Based on ISO 5660-1 cone calorimeter test results of twenty commercially available North American building materials, a comparative study was conducted between the Canadian flame spread classification and the classifications in Japan, New Zealand and the European Union (Euroclass). The tests and their limitations are described herein, as well as the conceptual frameworks. The results suggest that as materials' combustibility levels increase, the level of agreement between classifications decreases and remains binary. The choice between the material and system scales is crucial for determining the effective development and implementation of regulations. [ABSTRACT FROM AUTHOR]

This article reviews the scientific body of knowledge available on child sexual abuse (CSA) in indigenous communities. We found that there are four main areas of interest related to this issue: (1) rates of CSA among indigenous communities; (2) risk factors correlated with CSA; (3) the circumstances leading to low rates of disclosure of CSA, and (4) the long term consequences and repercussions associated with being a victim of CSA. The review concludes by discussing how important research and evidence-based practice are for improving the conditions of victims of CSA in indigenous communities.

This qualitative study investigated the effectiveness of blended learning using MOOCs (massive open online courses) for capacity-building in knowledge translation (KT). The evaluation followed Kirkpatrick's updated model. A total of 23 semi-directed interviews were conducted with participants working at a research centre in Côte d'Ivoire, with a first wave of interviews immediately post-training and a second wave after five months. Results showed that the training met learners' needs, with both the content and teaching format being deemed appropriate. Learners reacted positively to face-to-face activities and affirmed the importance of coaching for putting learning into practice. Specific KT skills and principles appeared to have been acquired, such as a procedure for structuring the KT process and improved skills for communicating and presenting scientific knowledge. Five months after the training, encouraging changes were reported, but the sustainability of the new KT practices remained uncertain. KT capacity-building initiatives in low- and middle-income countries struggle to meet demand. Little is known about effective KT training in that context, and even less in non-anglophone countries. The study presented here contributes to the understanding of success factors from the learners' standpoint. [ABSTRACT FROM AUTHOR]