Search results

An identification card facilitates access to municipal services for migrants with precarious status (MPS) in Montreal. The purpose of this study was to explore from MPS’ perspective the utility of the identity (ID) card and its influence on social inclusion for MPS.

A sequential explanatory mixed methods design was used. First, a descriptive phone survey was administered (n = 119). Associations between ID card use and levels of social inclusion were assessed using ordinal logistic regression. Second, semi-structured interviews (n = 12) were done with purposely selected participants. Results were mixed using a statistics-by-theme approach.

Results showed that ID card users compared to nonusers reported higher levels of participation in society and more control/independence in daily life. No statistical associations were found between card use and sense of belonging nor sense of safety. Interviews highlighted that the ID card enabled participation in socio-recreational activities and perceived empowerment. A heightened sense of belonging was also found. Interview participants expressed fear of police despite owning the ID card.

Overall, although the municipal ID card promoted social inclusion for MPS, there is a need to render the ID card official to fully achieve this goal. Findings can inform the creation of public policies that foster inclusion and health of MPS in cities around the world.

Evaluation from MPS’ perspectives of the first ID card program of its kind in Canada.

The journey to establish one’s core identity is a lifelong and tumultuous path represented as traversing a series of peaks, valleys, and plateaus. The journey unfolds over time, includes repeating cycles, and presents challenges when one must develop an identity to align with a new and unfamiliar role, such as that of a leader. Similar to one’s core identity, a leadership persona is dynamic and involves multiple transitions over time. The role of a leader and characteristics of leadership are often undefined and represent additional obstacles for women. Women in leadership positions shape their leader identities while navigating a labyrinth of barriers and contradicting directions.

This chapter highlights the dynamics of female leader identity through the story of one woman, Dr. Sylvie Raver, as she established her core identity and then worked to create her leader persona. Dr. Raver’s persona as a leader is dynamic and will continue to evolve throughout her lifetime. This story underscores how imposter sentiments can either hinder an individual’s growth along their journey or be used as a catalyst to help propel them forward in their professional life. Ultimately, the chapter emphasizes the importance of realizing that each aspect of oneself does not live isolated from another. Instead, all facets of identity can work together to shape both one’s core and leader identities.

By engaging levels of W/writerliness, this paper aims to identify how English Language Arts teachers’ personal and professional W/writerly identities impact their performance of pedagogical agency.

In this narrative inquiry, the author draws on theories of writing identity and agency to analyze how four mid-career English teachers’ personal beliefs around writing intersect with their professional practice. Data sources include interviews, journal entries and classroom observations.

Nuanced differences in teachers’ W/writerly identities produce more substantial differences in their pedagogy, especially impacting their performance of agency to (re)define successful writing outcomes and to balance process and product in their writing instruction.

This paper presents one method to expand preservice and in-service English Language Arts (ELA) practitioners’ approaches to teaching writing even alongside limitations of their teaching context by (1) emphasizing their ownership over their own writing in university methods courses; (2) leading teachers on an exploration of W/writerly identities; and (3) investigating ways teachers can transfer their personal and professional learning to students via their own pedagogical agency.

The study extends the work of scholars in the National Writing Project, suggesting that nuanced exploration of ELA teachers’ W/writerly identities in preservice and in-service settings could increase their sense of agency to work against and within cultures of standardization.

The purpose of this study is to examine how financial analysts deal with cybersecurity information in their investment analysis process and whether they find cybersecurity disclosures in companies’ financial reports useful.

Investment managers/financial analysts and chief information security officers (CISOs) at seven institutional investors were interviewed.

Not all financial analysts consider cybersecurity risk in their investment analyses. Those who do look at company strategy, how the company integrates cybersecurity into its processes and whether it has certified its cybersecurity information. The financial analysts use this qualitative information to adjust the results of their quantitative analysis. They do not find boilerplate or cursory cybersecurity information in financial reports to be useful. In fact, they view it as unreliable and prefer drawing on other information sources to assess the company’s cybersecurity risk.

The results of this study highlight to securities regulators that reported cybersecurity information is of limited usefulness. Regulators are challenged to revisit their disclosure requirements. Companies wishing to improve the usefulness of their cybersecurity information should provide more company-specific information.

To the best of the authors’ knowledge, this study is the first to look at financial analysts’ perception of cybersecurity-related information. It complements findings from prior market studies by adding new insights into the way influential market participants deal with this information in their investment analysis process.

In the 21st century, multilingual tools are gaining importance as increasingly diverse user groups from different cultural and linguistic backgrounds seek access to equally diverse pieces of information. The authors of this paper believe that most current forms of multilingual information access are inadequate for this role, and that a new form of multilingual thesaurus is required. The core of this paper introduces their pilot thesaurus InfoDEFT as a possible model for new online thesauri, which are semantically structured, encyclopedic and multilingual. The authors conclude that while the manual construction of such thesauri is labour intensive and hence costly, pilot thesauri can be used as training sets for artificial learning programmes, thus increasing their volume considerably at relatively little extra cost.