Suchergebnisse

Cet article vise à cerner les principales modalités de développement et les différentes phases qu'a connues la démographie au Québec au cours des années soixante. Trois objectifs y sont poursuivis : dans un premier temps, nous tentons de replacer l'analyse du champ d'études démographiques dans le contexte social de la Révolution tranquille et, consécutivement, dans le cadre de la rapide expansion que vont alors connaître les sciences sociales au Québec pendant cette période; en second lieu, nous dégageons les deux principaux courants de pensée — la lignée française et le modèle américain — qui ont influencé cette discipline au cours de son développement au Québec; enfin, nous distinguons les trois principales phases — celle des pionniers, celle de l'implantation et celle de l'institutionnalisation — de même que les trois principales générations de chercheurs qui se sont succédées au Département de démographie de l'Université de Montréal depuis sa fondation.
En conclusion, nous nous interrogeons sur les tendances futures de la démographie au Québec.

PurposeThis paper seeks to evaluate the role and the nature of the interventions by primary healthcare organizations in Quebec during the ice storm of 1998. The two basic questions are: to what extent CLSC perform their socio‐community mission during this disaster? Are there some contingencies factors that explain variation between CLSC in their intervention?Design/methodology/approachData collection is based on face to face discussion held with 19 managers responsible for the disaster's plan for their CLSC, 59 professionals that took an active and direct role in disaster interventions and 25 collaborators from municipalities and diverse community organisms. On top of the face to face discussions, a questionnaire was remitted to all the interviewees.FindingsThe research provides a qualified analysis of the interventions of the CLSCs and identifies what works well (performance factors), what went wrong (non performance factors) and what varies from one territory to another (variance or contingencies factors). The results of this research corroborate most of the reports brought about by the theories of disaster management planning to the look at the importance of plans, the development of a culture of prevention and of civil security, the importance of the training as much for the leaders as for the professionals. Moreover, primary healthcare organizations such as CLSC's in Quebec have a strategic positioning in disaster because of the multidisciplinary functioning of their teams and their knowledge of the local community.Research limitations/implicationsThe research is limited to the interventions of CLSCs and the interventions of other professionals of the health system or from volunteers are not considered.Practical implicationsThe social community mission of organizations such as the CLSC can be optimized using four specific plans: the clientele plan, the training plan, the local consultation plan and the multidisciplinary plan. Specific recommendations on each aspect are identified to help managers and professionals in the attainment of their socio‐communitarian mission.Originality/valueThe research provides interesting data on the contribution of multidisciplinary teams (nurses, doctors, social workers, psychologists, ergotherapists, etc.) as well as from their managers and first line collaborators. It puts in evidence their strengths and weaknesses and identifies ways of improving disaster interventions.

This paper explores the possibilities of cross‐disciplinarity between organization development and crisis management. The departure point of our reflection is that crisis management as a field currently faces two limitations. First, two major trends have characterized this field to date: the sociological analysis of organizational contingencies which focus on disasters as social events and the crisis management planning which emphasizes the development of techniques to master hazards. Despite what we have learned from these approaches, neither seems to lead to a crisis management learning model that fosters organizational resilience in coping with crises. Second, researchers have studied a number of events as single case studies but have not synthesized these case studies. Consequently, each crisis seems idiosyncratic and administrators tend to repeat the same inefficient patterns when a crisis occurs. The research proposal presented in this paper aims to remove these limitations by bringing together two apparently opposing fields of study, that of crisis management, characterized by what are perceived as specific events, and that of organizational development, characterized by the strengthening of organizations' capacities to cope with lasting changes. This paper proposes to explore their potential to work together theoretically and empirically through a research design. We conclude on how this proposal meets the challenges of a new research agenda in the 21st century.

Despite their unstable nature, crises are frequently defined as opportunities for managers to make strategic decisions in terms of bringing new configurations into play. According to this perspective, research is undertaken to discover new forms taken on by organisations during times of crisis. Relying on the experience of Local Centres of Community Services in Quebec during the ice storm of 1998, the results of this research permitted us to demonstrate three archetypes of crisis management collectivists, integrators and reactive types, each with the specific characteristics and imperatives as defined by Miller (1987). These consist of leadership, strategies, structures and environments. The research also permitted us to establish participants' appreciation of the performance of their organisation and of the managers dealt with the crisis. Finally, we will discuss the importance of applying theories of configuration in the field of crisis management and several promising areas of research in this field.

Teaching crisis management is both fascinating and frustrating. It is fascinating because crises, by their very nature, are spectacular, dramatic, and intense; immediately arouse the individual and collective imagination; and because everyone seeks explanations for what, at first glance, appears inexplicable. It is also fascinating because educators are exposed to a transdisciplinary and transborder field of studies with wide-ranging ramifications. Yet it is frustrating because educators must often deconstruct the popular perception that crises are rare, improbable, and unpredictable phenomena, often leading individuals to feel powerless and fatalistic. It is also frustrating because of the lack of knowledge in the field itself, at three levels: conceptual/theoretical, practical, and reflective. This article highlights the teaching challenges in this rich and diversified field at each of these three levels and examines three teaching tools to address them: case studies, crisis simulations, and the reflexive journal. The authors also consider that a crisis cannot be viewed as a homogeneous concept. With the help of Gundel's crisis typology (conventional, unpredictable, intractable, and fundamental crises), the authors present promising teaching approaches to deal with each of the three aforementioned teaching challenges, explaining how each approach can be seen as a function of the four types of crises.