Journals @ The Mount
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Le corps de Keetje, malmené dans la fiction et dans sa traduction ?
Full text linkL’écrivaine belge Neel Doff (1858-1942) a rédigé toute son œuvre en français alors que ce n’était pas sa langue maternelle. Sa trilogie autobiographique met le « féminin » et le « corps » au cœur de la thématique à travers l’obscène, le traumatisme pubertaire et la prostitution.
Le corps est un « texte signifiant à déchiffrer 1 » et nous tâcherons d’en découvrir davantage en comparant l’œuvre de Doff avec ses traductions en langue néerlandaise et allemande. L’un des objectifs est de déterminer dans quelle mesure les « erreurs » de traduction, ayant trait au corps, ouvrent d’autres fenêtres d’interprétation.
Afin de mieux comprendre l’origine de ces « déviations », les extraits seront d’abord analysés selon les théories de dépaysement et domestication (Venuti, 2007) et de retraduction (Berman, 1990). Nous émettons l’hypothèse selon laquelle la vie (Delisle, 2002) et le genre (Von Flotow, 1991) de la personne qui traduit influencent les choix traductifs. Autre hypothèse, les stratégies de traduction féministe, objet de nombreuses polémiques, n’éviteraient-elles pas l’effacement que subit le corps de Keetje
Mock testimony simulation: Innovative teaching methodology for forensic nurses and prosecuting attorneys
Full text linkMock testimony is a novel approach to the education of medical professionals who testify in legal proceedings. It allows peer to peer and interdisciplinary education with, about, and from attorneys and forensic nurses. Forensic nurse faculty created a mock testimony simulation in conjunction with attorneys to educate novice forensic nurses. It serves a multitude of purposes including providing a psychologically safe space for forensic nurses to learn key legal concepts while not impacting criminal trial or patient outcomes
An OT and PT Explore SoTL: Our Journey Towards Strengthening, Expanding, and Scaffolding Anti-Oppressive Pedagogy in a School of Rehabilitation Science
Full text linkPhysical therapy (PT) students and graduates in Saskatchewan, Canada, are entering a health system requiring enhanced cultural humility, social justice, self-decolonization, and anti-oppressive practice skills. In this reflective essay, we describe our exploration of the complexities of the Scholarship of Teaching and Learning (SoTL), which provide insight into our current and evolving teaching and learning practices in a Master of Physical Therapy (MPT) academic program. Applying SoTL to our MPT pedagogy provides a rigorous, evidence-informed research approach impacting social-justice learning outcomes among PT learners, but we emphasize that it is more than the outcomes that give SoTL its strength. SoTL is also a process that strengthens relationships, builds a culture of collective leadership grounded in relational accountability and humility, lays the foundation for equitable engagement with students as partners, requires reflection and introspection, and could arguably itself be considered a social justice intervention
Looking for High Quality Research Evidence
Full text linkForensic nursing requires an understanding of the quality of research supporting practice and testimony. In this review article the levels of research quality are reviewed along with where to easily find the highest levels of research on a topic. Factors affecting quality are also discussed. 
International Updates
Full text linkUpdates from forensic members in countries outside the USA who participate in the AFN International Special Interest Group (SIG
Le plurilinguisme, la poétique des frontières et la traduction au prisme de la philosophie de la Relation d’Édouard Glissant
Full text linkL’écrivain martiniquais conçoit le plurilinguisme et la poétique des frontières à la lumière de la pensée de la Relation, discréditant tout monolinguisme et toutes sortes de standardisation culturelle, génératrice de réductionnisme et/ou d’exclusivisme, pour promouvoir une nouvelle approche traductologique, qui fonctionne à l’image de la dynamique de la créolisation et s’emploie ainsi à rendre compte des résultantes imprédictibles et immensurables des imaginaires esthétiques des diverses langues. C’est ainsi que la traduction arrive à avoir droit de cité et devient chez Glissant une poétique à part entière, dont la légitimation résulte notamment du fait qu’elle incarne une résistance artistique contre toute forme d’hégémonie politique ou de solstice géoculturel
Development and Assessment of Learners’ Experiences with a Virtual Reality Learning Platform: Constructivist and Experiential Learning Pedagogies in Master of Physical Therapy Curriculum
Full text linkTeaching competencies for psychomotor skill development for manual handling techniques in the cervical regions is necessary for safe practice in physiotherapy. However, grasping anatomy and palpation can be challenging for students, and practice in the lab can lead to discomfort for students. To facilitate teaching and learning of this complex skill, we worked in partnership with a virtual reality (VR) industry partner who developed a customized VR application focusing on transverse ligament stress testing for manual therapy skills for Master of Physical Therapy (MPT) students. In this scholarship of teaching and learning (SoTL) project, eight MPT students participated in the evaluation of an innovative VR learning experience for manual therapy in the cervical spine. Students’ learning experiences with the custom virtual reality learning application were assessed using an observational study design with semi-structured interviews. Interview questions aligned with constructs that are recommended to assess learners’ attitudes toward VR environments. Student participants appreciated the usefulness of the application for studying and practicing the transverse ligament stress test and provided recommendations for enhancing the learning experience
Learning About Trauma, Online: What Works and What Is?
Full text linkTrauma-informed care guides a growing approach to practice across the field of human services and, as such, increasing efforts have been made to integrate a trauma-informed orientation into post-secondary human service programs. While most approaches to teaching trauma-education are designed for in-person instruction, online training programs are increasingly being employed. However, there are questions about the effectiveness of teaching for this particular topic online. The purpose of this study was to gain a better understanding of the impact of learning about trauma-informed practice online. Specifically, by asking “what works?” and “what is?,” the authors assessed the effectiveness of an online training program, called Being Trauma Aware, to teach about trauma-informed care and prepare post-secondary students for their field of practice. Findings reveal that Being Trauma Aware provides foundational knowledge on trauma-informed practice and develops competence and confidence in future practitioners. The training also increases students’ preparedness for the field, shifting their approach when working with children and youth. Future research can further explore whether online learning facilitates the transfer of knowledge to the field, connecting theory to practice
SoTL as Reconciliation: Seeking to contribute to decolonization and Indigenization of teaching, learning, and research in Canadian Universities
Full text linkIn this article, I develop guiding questions to explore ways that the Scholarship of Teaching and Learning (SoTL) can contribute to advancing reconciliation in Canadian universities. I draw on decolonization and Indigenization literature to reflect on my SoTL practice, identify tensions, and look ahead to next steps in my research. Ultimately, I aim to invite co-reflection and extend dialogue within the community of SoTL scholars towards contributing to reconciliation through SoTL