Journals @ The Mount
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On the Edge of Enlightenment: The Historiographical Place of the Scottish Highlands in the Enlightenment
Full text linkWhen considering Scotland’s place in the Enlightenment, the nation’s economic growth, its investments in universities and education, and eighteenth-century Scotland’s place as Europe’s centre for scientific and medical research loom large—as do the writings and ideas of thinkers such as Frances Hutcheson, Adam Smith, James Hutton, Thomas Reid, and David Hume. However, these developments, while impressive, barely encapsulate all of the changes which Scotland experienced during the Age of Enlightenment. The Scottish Highlands, for instance, underwent immense changes during the Age of Enlightenment, as the region—which had been economically, socially, and culturally distinct from the rest of Scotland since the Middle Ages—was increasingly integrated into the rest of Scotland and the British Empire through the commercialization of estates, the spread of the market economy, and the breakdown of the traditional clan system—resulting in widespread emigration from the Highlands to the Lowlands or overseas colonies. This paper thus explores the historiographical place of the Scottish Highlands in the Enlightenment, examining how and why historians have connected or disconnected the region from the intellectual and cultural movement. Beginning with a review of earlier seminal works which portrayed the eighteenth-century Highlands as a backward region shaped by “inevitable” external forces, and closing with more recent works which refute those of earlier decades and emphasize the complexity of the Highlands, as well as works which contend that the changes experienced in the eighteenth-century Scottish Highlands were a direct result of Enlightenment ideals and developments
Decolonizing Public Speaking
Full text linkThis paper takes a critical approach towards public speaking assignments and courses that perpetuate colonial perspectives and values. We explore how standard language ideology creates disadvantages for students from marginalized language backgrounds while privileging Western communication norms. In this context, we investigate the tension between speaker authenticity and audience adaptation, particularly for diverse student populations navigating academic and professional contexts. The paper proposes concrete alternatives to behaviour-based assessment through outcomes-based rubrics and reflective self-assessment practices that honour linguistic and cultural diversity while maintaining academic rigor. By reimagining public speaking pedagogy through a decolonial lens, educators can create more equitable learning environments that value diverse communication styles without sacrificing effectiveness
Mécanique quantique de la politique camerounaise dans "La Sphère de Planck" de Lionel Manga
Full text linkCet article propose une lecture du roman La Sphère de Planck de l’écrivain camerounais Lionel Manga, qui relie la politique camerounaise et la physique quantique. En plaçant son roman sous le patronat de Max Planck, l’un des fondateurs de la physique, l’écrivain suggère en effet que la politique camerounaise est comme un champ de forces quantiques où des puissances d’attraction s’exercent, façonnant le pays tout entier. Il s’agit donc d’observer les forces de perturbations politiques qui traversent la société camerounaise décrite dans le récit, mais aussi d’analyser les conséquences qu’elles peuvent avoir sur la forme narrative elle-même. 
Remembering Professor Sudarshan Seneviratne (1949-2024): The Personal is Political
Full text linkAn appreciation of Sudharshan Seneviratn
Transformative Pathways: : Fostering Leadership Development Through Reflective Undergraduate Education
Full text linkUndergraduate education can play a transformative role in developing students’ leadership capacities, the practice of which can be examined through the Scholarship of Teaching and Learning. This study examines how educational experiences in a senior undergraduate-level leadership development course at a western Canadian university contributed to shaping students’ self-awareness, personal philosophies, and leadership skills.
Using thematic analysis of reflective writing from 17 students, the research revealed a significant shift among students from perceiving leadership as a positional role to understanding it as a lifelong personal journey of growth and societal responsibility. The findings suggest that, in addition to developing leadership competencies, the course facilitated personal transformations by exploring the alignment of personal values, individual leadership styles, and social awareness. A major contribution of this paper is a model that maps a path for students’ leadership growth, beginning with self-awareness, moving to the development of personal philosophy on leadership, and, finally, building practical skills.
The findings of this study have broad interdisciplinary applications, highlighting the importance of fostering self-awareness and developing leadership philosophies to prepare students for navigating complex challenges and leading effectively in diverse fields. Universities and educators may consider integrating reflective teaching methods that encourage transformative learning. Such pedagogical approaches can support students in leading authentically, adapting their leadership to various contexts, and maintaining a strong commitment to ethical practices and positive societal impact
Crossing Vulnerability: A Study on the Experiences of Victimisation of Unaccompanied Adolescents and Young Migrants in the Basque Country, Spain.
Full text linkMigrant children without family references find themselves in a situation of vulnerability and stigmatisation throughout the migration process. The lack of perception and cognitive development of childhood, together with discrimination and stigma towards foreigners, tend to increase their exposure to different forms of violence, abuse and exploitation. The purpose of this qualitative study is to examine the experiences of victimization suffered by unaccompanied foreign minors residing in a protection centre in Álava-Araba (Basque Country). The data collection consists of nineteen semi-structured interviews with unaccompanied foreign minors aged 13 to 17, from different regions of Africa. The results show that these minors have suffered different forms of victimization both in the country of origin, during the journey and once they arrive in the country of destination
Then and Now: Thirty Years Through the Eyes of Patients Who Have Experienced Rape
Full text linkThe number of sexual assault nurse examiner programs have grown dramatically over the last 30 years. There are some processes and approaches that have changed very little over the years. However, there are others that didn\u27t even exist that long ago and have made significant advances in the care of patients that have been raped.
De l’Histoire au corps : incorporer la colonisation dans L’Interdite de Malika Mokeddem et Garçon manqué de Nina Bouraoui
Full text linkDans un contexte colonial, le corps est la matérialité sur laquelle s’exerce le pouvoir. L’invasion du territoire géographique est actualisée par l’invasion du corps qui devient la propriété du colon, notamment pendant la torture. Le colonisé est rappelé à son infériorité lorsqu’il perd le contrôle de son corps, en subissant la pression du tortionnaire qui tente de l’arracher à son identité. Puisque le post-colonial existe par rapport à la colonisation, le corps ou la représentation du corps se construit dans une tentative constante de refuser la colonialité et d’actualiser la libération. Cela impliquera, dans l’Algérie fraîchement indépendante qu’écrivent Malika Mokeddem et Nina Bouraoui, des conséquences drastiques notamment sur la représentation du masculin et du féminin, qui sera l’objet d’une nouvelle guerre contre l’ancien colonisateur. Cet article propose d’étudier comment le corps, pensé comme matérialité à travers laquelle se pratiquent les hiérarchies de genre, devient, dans le roman francophone, le lieu d’expression de la tragédie coloniale
Intimate Partner Violence and Open Notes: Challenges and Opportunities
Full text linkPurpose of Review: Intimate partner violence (IPV) is a widespread public health issue with significant physical and psychological consequences. OpenNotes, which allows patients to view their clinical notes, presents an opportunity to enhance care for survivors by fostering transparency, trust, and patient engagement. This review provides background information on OpenNotes specifically as it relates to IPV and proposes practical recommendations for forensic nurses and clinicians in healthcare settings. Methods: We conducted a literature review of peer-reviewed publications about OpenNotes or trauma-informed IPV documentation. The writing team using an iterative process synthesized and summarized how OpenNotes can be used to support trauma-informed IPV care. Subject matter experts from various disciplines (nursing, psychiatry and social services provided feedback on the summary synthesis.
Key Findings and Recommendations: best practices for leveraging OpenNotes to support IPV survivors, including strategies for sensitive documentation, shared decision-making, and interdisciplinary collaboration were identified. The benefits of OpenNotes can empower patients, reinforce trauma-informed care, and facilitate safer, more effective communication between survivors and members of their clinical team. Limitations: there are inherent limitations of a narrative review such as potential selection bias, search strategy limitations, and lack of a systematic critical appraisal of literature. Conclusions: This narrative review provides concepts for best practices in the context of documentation in electronic health records. Further exploration using rigorous methodology is needed to understand best practices, inform policy and education
SoTL in 60: Session 10: Sarah Bunnell (Elon University) and Joshua Hill (MRU), interviewed by Sally Haney
No full textThe keynote speakers connect! Attendees at the Banff SoTL Symposium were treated to a provocative opening keynote by Sarah Bunnell (Elon) and an equally inspiring closing keynote by Joshua Hill (MRU). Sarah and Josh dropped by the podcasting table just before Josh\u27s closing address. Thank you, both, for sharing your ideas, your time, and your service to higher education