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The Nêhiyawak Nation through Âcimowina: Experiencing Plains Cree Knowledge through Oral Narratives: The Nêhiyawak Nation through Âcimowina
No full textThis paper connects you to the Nehiyawak Nation of Western Canada by sharing key elements of our intellectual traditions and knowledge systems that have been shared through countless generations. The basis of this paper extends through the Indigenisation and decolonisation initiatives of preceding Indigenous scholars who have begun sharing their knowledge in a means to rewrite and challenge the dominant systems and methodological approaches that we ourselves find ourselves in. Since it does, I want you as the reader to understand that the concepts found in this paper are not the typical knowledge you are taught, and I ask you to come with an open mind as you read it since our Western society has been removed from metaphysical elements of our environment. The stories and insights of the Nehiyawak culture found in this paper delivers an emphasis on the deep-rooted understanding of the universe linked within our language, understanding of the world, and ancestral knowledge. It is shared with you for the purpose of enlightenment, and not for academic debate. I do not own this knowledge, but these are the stories of the Nehiyawak Nation, of which I am a part. You may not understand this paper now, but the information presented and given to you will keep with traditional customs and will make sense to you maybe not this year but maybe couple years down the road, as this is the lifelong effect of storytelling found in the Nehiyawak Nation
A Proto-Human Language: Fact or Fiction
No full textThis paper investigates whether or not linguistics can be used to uncover the origins of human language for anatomically modern humans through an examination of proto-language studies. Specifically, this paper examines whether it is possible to determine a proto-language for all modern human languages. A review of comparative linguistics, including the challenges with this mode of study in deep-time, as well as genetic evidence is included to determine how far these kinds of studies are viable into the past. The paper concludes that it is highly unlikely that use of comparative linguistics can be used as a method as far back as the origins of human language
Morris Fox's 'Vestiges and Remains': The Archive as a Queer Goth Crypt or an Act of Care
No full textIn Morris Fox's solo exhibition Vestiges and Remains, the artist acts as 'Exhibition Programmer', curating an Artist-Run Centre's 40 year archive, theorizing and queering this expansive collection of ephemera, posters, 8mm video and bureaucratic records. My paper will explore Fox's work through an analysis of Queer Goth Aesthetics and Fox's exploration of the archive as both a physical remnant and a theoretical tool for jumping through time. This paper emphasises Fox's approach in aestheticizing the archive through an activation of The Gothic, his interests in digital versus material dust and avatars, and ultimately provides an intersectional framing of the archive which centres multidisciplinary collaborations between activists, archivists, administrators, and visual artists. 
“To be continued . . .”: Picturing Luanda’s Future through the Past in the Photography of Kiluanji Kia Henda
No full textThis paper examines three photographic series from Angolan multimedia artist Kiluanji Kia Henda. In these works, the artist manipulates photography’s claim to truth as a means to destabilize the viewer’s presumptions of the African cityscape and its past, present, and future. The photographic medium allows Kia Henda to explore these ideas because it purports to image the present. To this end, the artist employs the documentary style to picture present-day reality. But by overlaying these representations with new narratives, new historical figures, or new skylines, Kia Henda’s work shifts the meaning of that imagery. I argue that the artist has used urban space as a medium in and of itself, one that intersects productively with the photographic framing of that space. Together, these strategies work to imagine and image a future African city as informed by the past
Examining the choice behind refusal of obstetric anaesthesia
No full textMany women refuse an epidural during delivery, despite most women perceiving labour pain as the most excruciating event of their lifetime. This can be baffling to a physician involved in their care, but there are many historical and personal factors at play that must be taken into account. Use of obstetric anaesthesia began in 1847 and was met with controversy. In a time when childbirth physiology was poorly understood, physicians disagreed over the utility of labour pain and pain was even used as an indicator to guide delivery. Religious justification also perpetuated the reservations regarding obstetric anaesthesia. Despite initial overwhelming opposition to obstetric anaesthesia within the medical community, attitudes began to shift in favour of obstetric anaesthesia as a result of clinical observations and feminist advocacy. Obstetric anaesthesia has since been well-studied and routinely used, but historical misconceptions have endured and epidural refusal continues to linger in childbirth communities. Furthermore, there are some evidence-based concerns voiced by patients, including the risk of instrumental delivery and low risk for adverse events, which must be carefully addressed by physicians involved in patient care. In addition to concerns regarding safety of obstetric anaesthesia, pain is a subjective experience that may add meaning/fulfilment to childbirth for some patients. In conclusion, there are many historical and personal factors at play when it comes to refusal of obstetric anaesthesia, which must be understood by physicians to optimise patient care
Investigating the correlation between topicality and applicativization
No full textThe goal of the present work is to investigate the relation between applied arguments and the informational notion of topicality. In generative literature, applicatives are understood as a functional category responsible for introducing “extra” objects that would not be considered part of the verb’s argument structure, but nonetheless behave as “true” objects morphosyntactically. Several authors, such as Baker (1988), Marantz (1993) and Pylkkänen (2002) analyze double object constructions as applicative structures. In order to explain the different morphosyntactic and semantic properties of these constructions, Pylkkänen (2002[2008]) proposes the existence of two applicative heads: High and Low. High Applicative takes a VP as its complement and licenses an applied argument in SPEC/APPL, establishing a semantic and syntactic relation between the argument and the event/state described by the verb. Low Applicative licenses the applied and theme object in a transfer of possession relation and is merged as the complement of VP. Regarding topicality, it is an information structure notion related to the idea of aboutness, that is, topics are generally referents that are somehow presupposed, shared, given or accessible to the interlocutor, and the proposition is about this referent. Crosslinguistically, one can observe that applied arguments tend to present properties related to topic status (either discursive or conversational), such as the possibility of deletion or pronominalization of the applied argument. In order to investigate such tendency, we observe data on applicative structures in Dialectal Brazilian Portuguese (Rocha 2017, Armelin 2011), Chichewa (Baker 1988, Bresnan & Mchombo 1987), Nyanja (Rocha 2014), and Upper Necaxa Totonac (Beck 2006, 2007, 2008, apud Dalrymple and Nikolaeva 2011). Our empirical analysis indicates that there is indeed some correlation between the process of applicativization and the informational notion of topicality
Controversial Publishing: Translating L’Assommoir and The Ladies’ Paradise in 1880s England
No full textIn 1888 and 1889, the publisher Henry Vizetelly was brought to trial for publishing translations of Émile Zola’s novels. All seventeen translations were banned from publication as a result. Less than three years later, Chatto & Windus began to publish revised versions of the banned translations without facing any consequences. In this essay, I argue that there are not enough differences between the two publishers’ translations to justify legal action against one and not the other for the charge used against Vizetelly, publishing obscene libel. A comparison of the two different publishers’ editions of L’Assommoir and Au Bonheur des Dames demonstrates that they are nearly identical textually and in their publishing format and intended readership as cheap entertainment fiction for the working classes. The Henry Vizetelly trials initially appear to be against textually obscene translations, but this essay demonstrates that they represent a personal attack against his publishing firm
Groupes d’études facilités (Facilitated Study Groups) en chimie organique au premier cycle : expérience menée dans une grande université publique canadienne
No full textUndergraduate organic chemistry courses have a reputation for being difficult among students in biological and physical sciences programs. Due to the extensive problem-solving, visualization, and depiction of chemical structures/reactions required, students may perceive learning such content as similar to learning a new language. Several interventions such as course-integrated tutorials or discussion sessions have aimed to assist students. Another effective approach that chemistry educators might consider is Supplemental Instruction (SI), a well-established program that emphasizes student-driven learning whereby student SI leaders facilitate discussions to help students arrive at solutions while also developing effective communication and study skills. A type of SI, Facilitated Study Groups (FSG), established by the Centre for Teaching and Learning at the University of Toronto Scarborough (UTSC) in 2009, were introduced regularly into organic chemistry courses in 2012. This program provides semester-long optional small-group peer learning sessions, each of which corresponds to a course lecture. The aim of this paper is to provide comprehensive coverage detailing the structure of the organic chemistry FSG program, peer facilitation strategies employed, quantitative/qualitative synthesis of student outcomes indicating program uptake. We consistently find significantly higher grades and significantly lower attrition rates for students who regularly attend FSG sessions in comparison to those who do not (n=16 semesters). Given the growing diversity of undergraduate classes in terms of approaches to learning, language, and cultural barriers (international students, English second-language learners, learning and psychosocial disabilities), our FSG sessions seek to foster inclusion amongst our heterogeneous pool of attendees. Here, we describe strategies that tailored FSG sessions to a diverse group of undergraduate students as suggested by a sizable percentage of the class availing themselves of this resource and by a narrative synthesis of end-of-term surveys. Together, we demonstrate successful adoption of an SI-based model for organic chemistry and present a practical framework that includes pedagogically informed session strategies and cost estimates to guide design of similar programs for post-secondary students at other institutions.Les cours de chimie organique au niveau du premier cycle ont la réputation d’être difficiles parmi les étudiants et les étudiantes inscrits dans des programmes de biologie et de sciences physiques. À cause des exigences en matière de résolution approfondie de problèmes, de visualisation et de représentation de structures et de réactions chimiques, les étudiants et les étudiantes peuvent percevoir l’apprentissage d’un tel contenu comme étant semblable à l’apprentissage d’une nouvelle langue. Plusieurs interventions telles que des tutoriels intégrés ou des séances de discussion visent à aider les étudiants. Une autre approche efficace que les enseignants et les enseignantes de chimie peuvent envisager est l’Instruction supplémentaire (IS), un programme bien établi qui souligne l’apprentissage guidé par l’étudiant, où des leaders étudiants en IS facilitent les discussions afin d’aider les étudiants et les étudiantes à en arriver à des solutions tout en développant des compétences efficaces en communication et en apprentissage. Un type de IS, les groupes d’études facilités (Facilitated Study Groups - FSG), ont été établis par le Centre d’enseignement et d’apprentissage à l’Université de Toronto Scarborough (UTSC) en 2009 et introduits régulièrement dans les cours de chimie organique en 2012. Ce programme offre des séances facultatives d’apprentissage par les pairs en petits groupes, d’une durée d’un semestre, dont chaque séance correspond à un cours magistral. L’objectif de cet article est de fournir une explication complète détaillant la structure du programme FSG en chimie organique, des stratégies de facilitation par les pairs employées, des synthèses quantitatives et qualitatives des résultats des étudiants et des étudiantes indiquant l’adhésion au programme. Nous trouvons toujours que les notes obtenues sont considérablement plus élevées et les taux d’attrition considérablement plus bas parmi les étudiants et les étudiantes qui ont participé régulièrement aux séances de FSG, par rapport à ceux et celles qui n’y ont pas participé (n=16 semestres). Étant donné la diversité grandissante dans les cours de premier cycle en termes d’approches à l’apprentissage, de langue et de barrières culturelles (étudiants internationaux et étudiantes internationales, apprenants et apprenantes d’anglais langue seconde, handicaps d’apprentissage et psychologiques), nos séances de FSG visent à favoriser l’inclusion parmi les bassins hétérogènes de participants et de participantes. Ici, nous décrivons les stratégies qui adaptent les séances de FSG à des groupes divers d’étudiants et d’étudiantes de premier cycle, tel que le suggèrent le fort pourcentage d’étudiants et d’étudiantes qui ont choisi de profiter de cette ressource ainsi que la synthèse narrative des questionnaires remplis après le cours. Ensemble, nous démontrons l’adoption réussie d’un modèle de IS pour la chimie organique et présentons un cadre pratique qui comprend des stratégies de séance à caractère pédagogique et des estimations de coût pour guider la conception de programmes similaires à l’intention d’étudiants et d’étudiantes en enseignement supérieur dans d’autres établissements
Renouveler notre engagement envers l’excellence en enseignement par le biais de l’ACEA : une introduction au numéro 14.1
No full textHeyes’s Introduction to _Anaesthetics of Existence: Essays on Experience on the Edge_
No full textIn this short introduction to my monograph Anaesthetics of Existence, I explain the origin of the book in a mishearing of Foucault’s phrase “an aesthetics of existence” and outline the book’s method (a melding of genealogy and phenomenology) and its subject: the politics of experience, and especially how to think about undergoings that either are excluded from experience or happen at its edges. The book contains a chapter on Foucault and this new method; one on sexual violence against unconscious victims; two chapters on postdisciplinary temporality in twenty-first century work, and what I call “anaesthetic time”; and a closing chapter on the limit-experience of childbirth