The purpose of this study was to identify the different subgroups of students at risk of dropping out of school. The typology was developed based on the three main contexts associated with school dropout risk, namely, the personal, family and school contexts. On the basis of these factors, the clustering results enabled us to categorize at-risk students into four subgroups: (1) the Anti-Social Covert behavior type, (2) the Uninterested in school type, (3) the School and Social Adjustment Difficulties type, and (4) the Depressive type. Moreover, considering all the contexts involved in school dropout, the clustering technique confirms the importance of behavior problems and learning difficulties, while emphasizing the significance of both depression and the family and classroom environments in the development of dropout risk. Students at risk of dropping out of school report many family organisational problems and that they obtain little emotional support from their parents. They also perceive little order or organisation in the classroom.High school dropout is a major social problem in Quebec.

Les écrits scientifiques rapportent que les élèves à risque de décrochage scolaire présentent principalement des difficultés d'apprentissage et des troubles du comportement et qu'ils proviennent surtout de familles à faible revenu. Il est probable qu'un pourcentage élevé de jeunes à risque de décrochage scolaire ne peut être identifié et ceux-ci n'ont pas accès aux programmes de prévention. L'objectif de cette étude est d'identifier les facteurs personnels, familiaux et scolaires associés au risque de décrochage scolaire. Les participants consistent en 231 élèves à risque de décrochage scolaire et 575 élèves non à risque évalués sur un très grand nombre de variables personnelles, familiales et scolaires. Les résultats montrent que les élèves à risque se différencient des élèves non à risque sur la majorité des variables à l'étude. De plus, les analyses de régression logistique indiquent que sept facteurs permettent davantage de prédire les élèves à risque : par ordre d'importance, les sentiments dépressifs, le manque d'organisation et de cohésion familiale, les attitudes négatives des enseignants, le manque d'engagement des élèves dans leurs activités scolaires et la faible performance en mathématiques et en français. Les analyses montrent des différences entre les garçons et les filles.

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The syntheses and properties are reported for five Ru(acac)2(R-bqdi) species where acac is acetylacetonate, and R-bqdi is the non-innocent ligand ortho-benzoquinonediimine substituted with R = H (1), 4,5-dimethyl (2), 4-Cl (3), or 4-NO2 (4), and N,N''-dimethylsulfonyl (5). Their identities and purities were confirmed by NMR, mass spectra, IR and analytical data. The large degree of metal-to-ligand pi-back-donation was analyzed by spectroscopic (UV/visible, IR, Raman) and electrochemical data, supported by molecular orbital composition computations using density functional theory (DFT), with the polarizable continuum model (PCM) to mimic the presence of solvent, and prediction of electronic spectra using time-dependent DFT methods. Extended charge decomposition analysis (ECDA) and natural population analysis (NPA) both produced a detailed picture of the bonding between the non-innocent bqdi ligand and the metal center, allowing correlations to be drawn between the nature of the R substituents and the quantitative extent of pi-back-donation and sigma-forward donation. In conclusion, the issue of whether these species are best regarded as Ru(II)(quinonediimine) or coupled Ru(III)(semiquinonediiminate) species is discussed.

The purpose of this study was to describe how dropouts navigate their educational journeys. Eighty dropouts participated to individual interviews which were recorded and transcribed. The data analysis yielded three broad categories in answering the research question. Setting the stage in the family and the school, the dropouts described their teetering between in and out of school contexts and proceeded to explain how they ended their educational journey. For 20 dropouts, family turmoil represented a pervasive force negatively influencing their schooling. For 24 dropouts, problems in school set the stage for dropping out. Teetering represented juggling strategies to prolong and to sabotage the journey, while A. Lessard (B) Faculté d'éducation, Département d'Études en Adaptation