Recherche uO, le dépôt numérique de l'Université d'Ottawa, réunit le matériel de recherche et d'enseignement créé par notre communauté universitaire et nos partenaires. Le savoir de l'Université est ainsi disponible à long terme et en accès libre, ce qui lui procure de la visibilité et facilite sa diffusion.
Communautés dans DSpace
Sélectionner une communauté pour parcourir les collections sous-jacentes.
Nouveaux dépôts
Type d'Item : Item , Le nationalisme corse et la centralisation de la République française, quel type de relation?(Université d'Ottawa | University of Ottawa, 2026-07-30) Pasetto, Aurelio; Lecours, AndréCette thèse de maîtrise s’intéresse au cas du nationalisme corse au sein d’une France qui présente des caractéristiques de centralisation réduisant les possibilités d’avancées vers l’autonomie politique de l’île. En s’intéressant à la période qui va de la Corse indépendante (1755-1769) à la normalisation nationaliste depuis 2010, cette recherche vise à montrer comment l’identité de la Corse est vécue et utilisée par les nationalistes pour défendre des revendications d’autonomie. La thèse met au point un bilan de l’identité sociale corse en se basant sur un cadre théorique choisi, l’ethnosymbolisme. Le travail souhaite aussi montrer l’importance centrale de la relation entre la France et la Corse pour comprendre le mouvement nationaliste de cette dernière. Une idée de réaction nationaliste est soutenue tout au long du travail. L’écart social et identitaire entre la Corse plus rurale, chrétienne, aux rapports personnels et rapprochés, voire claniques, et la France à la république laïque, universelle et idéelle permet de comprendre les différends qui sont en jeu. Le travail s’intéresse à la relation franco-corse dans la durée pour montrer que l’annexion de 1769, suivie de la républicanisation et du bouleversement des Trente Glorieuses fondent les bases de la réaction nationaliste corse. Il est aussi montré à quel point la langue corse est revendiquée par les nationalistes face à l’imposition du français. La thèse questionne alors la forme de l’État français unitaire en proposant de travailler sur l’étude particulière du cas corse.Type d'Item : Item , Bridging Cultures, Building Attendance: Understanding Needs and Supports for Immigrant and Refugee K-12 Students(Université d'Ottawa / University of Ottawa, 2026-07-29) Le, Milan; Whitley, JessicaSchool absenteeism is a growing concern in Canada, yet remains underexplored, particularly among immigrant and refugee students who face elevated risk due to intersecting systemic and contextual challenges (Carman & Wesley, 2024; Kearney et al., 2022). This study examined the needs of immigrant and refugee K-12 students as identified through the Multicultural Liaison Officer (MLO) program in Ottawa, Ontario. Guided by the Kids and Teens at School (KiTeS) ecological framework (Lee et al., 2023), a qualitative document analysis was conducted using 367 referral records and monthly narrative reports from January to June 2025. Findings indicated that student needs extend beyond academic concerns and are distributed across multiple domains. Referral data emphasized professional assessments (36%) and educational programming (35%), while narrative reports highlighted essential family-level needs, particularly employment and financial support (48%). Language barriers, school transitions, and challenges navigating the education system emerged as central areas of needs. Teachers were identified as key referral agents, highlighting their role in early identification and support pathways. Overall, results suggest that immigrant and refugee students' needs are embedded within interconnected family, school, and socioeconomic systems. The MLO program plays a critical role in bridging these contexts through culturally and linguistically responsive support. This study contributes to the limited Canadian literature by highlighting the importance of systemic approaches to supporting newcomer student engagement and well-beingType d'Item : Item , Design and Motivational Factors for an Effective Educational Game for Malicious Email Detection(Université d'Ottawa / University of Ottawa, 2026-07-29) Karuppasamy, Vignesh Kumar; Knox, DavidPhishing email attacks remain one of the dominant and ever-evolving cybersecurity threats facing organisations, demanding defensive measures to adapt continually. Existing anti-phishing education methods have narrowly focused on certain aspects of phishing detection, such as URL verification, instead of incorporating insights from learning theory, such as the role of motivation and cognitive message processing in phishing detection. In particular, the effectiveness of collaborative game elements in anti-phishing training remains largely unstudied. This thesis addresses these gaps through two interconnected studies. First, we analyse the Motivated Strategies for Learning Questionnaire (MSLQ) across different instruction modes, including remote, in an undergraduate engineering design course. From this, we derive a validated motivational construct, which we then apply to the anti-phishing training domain. Second, we design and implement Phooled!, a scalable collaborative anti-phishing training game, and evaluate it through a comparative study. We find that collaborative training improves phishing detection efficiency, measured as a balance between accuracy and speed, by 32% compared to the control group. Additionally, we demonstrate that motivation predicts phishing detection improvement, and identify key determinants of phishing email detection difficulty.Type d'Item : Item , Risk Factors for Severe Respiratory Morbidity at 6 Months and 2 Years of Life in Children Born Extremely Prematurely with Bronchopulmonary Dysplasia: Retrospective and Prospective Studies(Université d'Ottawa / University of Ottawa, 2026-07-29) Holcik, Sophie; Katz, Sherri L.Prematurity-associated lung disease remains a significant cause of respiratory morbidity beyond neonatal intensive care unit (NICU) discharge. This thesis evaluated predictors of post- prematurity respiratory disease (PRD) using both a retrospective cohort assessing PRD at 2 years of life, and a prospective multicentre cohort assessing PRD at 6 months corrected age. Clinical and physiological predictors were examined using univariable and multivariable Firth penalized logistic regression modeling. In the retrospective cohort, bronchopulmonary dysplasia (BPD), pulmonary hypertension, and elevated pCO₂ at discharge were associated with later PRD, with moderate discriminatory ability. In the prospective cohort, discharge on home supplemental oxygen and post-menstrual age at discharge were the strongest predictors of early PRD. These findings suggest that aspects of respiratory status and diagnoses at discharge may identify infants at risk for early morbidity and later PRD reflective of more established chronic lung pathology. Multivariable approaches may improve early risk stratification in this population.Type d'Item : Item , Horizons Impact: A Quantitative Analysis of Reach, Engagement, and Readiness(2026) Mitsou, MarieThis report presents a quantitative analysis of the Horizons Career Development Program at the University of Ottawa. Horizons is a bilingual digital career development program managed by Career Development and Experiential Learning (CDEL) and integrated with Career Corner services. The analysis draws on engagement, awards, and Career Readiness Quiz data from launch in January 2024 through April 30, 2026. Three layers of evidence are reported: program reach, including access, active engagement, and engagement depth; multi-year companion engagement, demonstrating that students access Horizons across multiple academic years as the program's design intends; and readiness change, measured through the My Vocational Situation (MVS) instrument among students who took the quiz more than once. The findings show that Horizons has reached 13,680 students cumulatively, with 5,827 actively entering and 3,489 engaging with content beyond the quiz entry point. Year-over-year growth is significant across every layer of the funnel. A clear dose-response is observed: students who engage at greater depth show larger and more consistent readiness gains. Engaged students gained an average of 18.7 percentage points on the MVS, with an incremental gain of 7.8 percentage points attributable to Horizons. The 26 MVS items touch on dimensions across multiple Career Development Learning Outcomes in CDEL's developmental sequence (Knowing Yourself, Career Identity, Career Confidence, Adaptability, and Skills Literacy), reflecting shared theoretical foundations in career development scholarship and providing quantitative evidence of student movement along the developmental arc that builds toward Career Agency. Five recommendations are offered to strengthen Horizons reach, support sustained student engagement, and continue the program's curricular development. This report is part of CDEL's evidence base for Horizons, alongside the conceptual framework for career development practice and the qualitative thematic analysis of student survey responses.