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Nested radicals obtained via the Wilf--Zeilberger method and related results
No full textWe apply the Maple implementation of the Wilf--Zeilberger method to prove an acceleration formula for a family of ₃F₂(1)-series with three free parameters, so as to accelerate the convergence rate from 1 to ¼ for such series. We apply our series transform to determine new, fast-converging, rational, hypergeometric series for constants of the form √{2 ± √{2 + √{2 + ⋯ √{2}}}}, which are of significance in classical geometry. Our series of convergence rate ¼ closely resemble Ramanujan's series for 1/π of the same convergence rate. Our acceleration for the family of ₃F₂(1)-series considered in this article is based on a WZ pair generated by Maple and associated with a special case of Gauss's ₂F₁(1)-identity; a corresponding case of Dixon's ₃F₂(1)-identity may be used to further demonstrate the applicability of our telescoping-based approach to series acceleration, via the new series for π, π², Apéry's constant ζ(3), and ∛2 that we introduce
Virtual Care and Virtual Medical Education: A Canadian Medical Student Perspective
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Background: The COVID-19 pandemic had accelerated the adoption of virtual care as an extension of routine clinical practice. In addition, pre-clinical undergraduate medical education was affected by the transition to both synchronous and asynchronous online learning. The objective of this study was to assess the current experience and knowledge of medical students with regards to virtual care. A secondary objective was to identify opportunities for improvement in the undergraduate medical curriculum.
Methods: An electronic survey was distributed to undergraduate medical students in Canadian medical schools. Main sections of the survey addressed experience with virtual care encounters and perceived impact of virtual learning on medical education.
Result: Out of our 53 respondents, the majority (80%) of medical students perceived high educational importance of virtual care encounters. 91% of the students recognized the developing role of virtual care in current and future medical practices. 55% of the surveyed showed readiness to conduct virtual care in the current curriculum. 94% of the responses stated the preferred feedback method for clinical learning was immediate faculty assessment following the encounter.
Discussion: The results from this study provided insight on the medical learner’s experience while navigating virtual care and identified areas of improvements at an institutional level. Effective medical training that integrates the advantages of virtual care is crucial
Contemporary Social Movements as Intersectional: A Need for Recognition and Reconceptualization
No full textSince its emergence, sociological theory has acted as an explanatory agent, useful in its observations of social construction and hierarchization. More recently, however, sociological theory has been recognized for its possibility as a tool of critical analysis and social change. As such, it is important that sociology recognizes both the intersectionality of social movements, and social movements as an aspect of intersectionality. While the functionality of intersectional sociologies is clear, adequate intersectional rhetoric surrounding social movements is harder to discern. This paper will explore the interconnectedness of social theory and social advancement, specifically regarding the academic and theoretical framing of social movements, in contrast to their practical intersectional functioning
Concepts as Shelter: Toward a Feminist Theory of Philosophical Concepts
No full textEve Tuck’s reflection on a “breakup with Deleuze” and her critical feminist relationship toward Deleuze’s philosophical position leads to my exploration of a feminist approach to a theory of concepts. I argue that in order to be applicable and useful for feminist philosophical scholarship, concepts assume a sheltering function for experiences that have lacked adequate forms of representation in the past. Feminist thinkers like Sara Ahmed and Lauren Berlant support the idea of concepts as shelter through their methodological employment of affect as a resource of knowledge. Gayatri Spivak and bell hooks reckon with the structural necessity for sheltering concepts through their respective notions of the subaltern and homemaking. Finally, Eve Meltzer’s study of the relevance of affect for conceptual art underscores the general importance of thinking through the connections between these seemingly opposed categories in order to arrive at a better understanding of what philosophical concepts can do
The Effect of Fear Arousal on Recognition and Recall Memory for Subsequently Presented Stimuli
No full textPrevious research has shown that emotionally-arousing stimuli are more likely to be remembered than neutral stimuli. The present study investigates whether this phenomenon is a general result of a state of emotional arousal. Recognition memory and recall memory for a subsequently presented word list was tested with 40 participants in a state of fear arousal or in a neutral state. Analysis revealed a significant main effect of recognition memory over recall memory (F(1, 36) = 35.93, p < .05, partial η2 = .50), but no main effect of arousal (F(1, 36) = .03, p > .05) and no interaction (F(1, 36) = 0.6, p > .05). Fear arousal does not appear to enhance memory for subsequently presented information, suggesting that the phenomenon of emotion-enhanced memory does not generalize to all information presented during an emotionally aroused state. Physiological arousal may not be the only mechanism involved in emotion-enhanced memory. Possible limitations and options for future research are discussed
Développement et mise en oeuvre d’un programme de mentorat d’enseignement mixte : un projet pilote canadien
No full textThis article presents the results of the development and implementation of a mentorship program, now in its sixth year, designed to support the professional development of teaching skills for faculty and contract instructors. The program is unique in that it is a combination of a variety of other approaches such as formal and informal mentoring as well as intra-departmental and interdepartmental mentoring. This model incorporates the effective elements of a mentor program as identified in the literature, while eschewing the traditional model of one-to-one mentoring between senior and junior colleagues. The findings to date, which include more support for teaching after participating in the project as well as an increase in the amount of faculty accessing a mentor, indicate that the program is achieving its intended goals and should continue. The authors provide recommendations and suggestions for the inclusion of a teaching mentorship program at other institutions within (or outside of) Canada.Cet article présente les résultas du développement et de la mise en oeuvre d’un programme de mentorat, actuellement dans sa sixième année, conçu pour soutenir le développement professionnel des compétences en enseignement des professeurs, des professeures, des enseignants contractuels et des enseignantes contractuelles. Le programme est unique en ce sens qu’il est une combinaison de toute une variété d’approches telles que le mentorat formel et informel ainsi que le mentorat intra-départemental et interdépartemental. Ce modèle incorpore les éléments efficaces d’un programme de mentorat tels qu’identifiés dans les publications de recherche, tout en renonçant au modèle traditionnel de mentorat entre collègues juniors et seniors. À ce jour, les résultats, qui comprennent une augmentation du soutien pour l’enseignement après la participation au projet ainsi qu’une augmentation du nombre de professeurs et de professeures ayant eu accès à un mentor, indiquent que le programme atteint les objectifs prévus et qu’il devrait continuer. Les auteurs présentent des recommandations et des suggestions pour l’inclusion d’un programme de mentorat d’enseignement dans d’autres établissements, au Canada ou ailleurs
Engaged Solidaristic Research: Developing Methodological and Normative Principles for Political Philosophers
No full textReshaping our methodological research tools for adequately capturing injustice and domination has been a central aspiration of feminist philosophy and social epistemology in recent years. There has been an increasingly empirical turn in recent feminist and political theorization, engaging with case studies and the challenges arising from conducting research in solidarity with unequal partners. I argue that these challenges cannot be resolved by merely adopting a norm and stance of deference to those in the struggle for justice. To conduct philosophical research in an engaged and solidaristic manner, I suggest that deference be supplemented by three methodological and normative principles: (1) epistemic humility, (2) accountability, and (3) coproducing knowledge. I situate these principles within contemporary philosophical work on solidarity and show how they might help confront power imbalances and other methodological hazards that arise when conducting research in solidarity with others. I arrive at these principles in part by critically reflecting on my own attempt to conduct research in solidarity with women’s rights activists in Senegal
Relire Adiaffi sous le prisme de la désidentitsation
No full textDès sa parution la critique littéraire africaine a salué La carte d’identité de Jean-Marie Adiaffi comme un texte majeur qui insuffle un « nouveau frisson » à la littérature africaine. Si la qualité de ce texte n’est plus à discuter, certaines orientations analytiques dont il a fait l’objet le sont encore moins, sans doute influencées par des découpages générationnels qui tentent de soumettre la lisibilité du roman africain à la pesanteur de l’histoire ou à confiner l’analyse dans un moule. En effet, pour une bonne part des réflexions, ce texte se présente comme un lieu de (con)quête identitaire. Si nous pouvons admettre que l’enjeu identitaire y est central, nous postulons toutefois, à contre-courant de ces analyses, que ce qui se joue réellement dans ce texte n’est pas l’affirmation d’un « je », mais bien au contraire sa crise, qui aboutit à une écriture de la dépersonnalisation et de la désidentisation. Ainsi, à partir d’une démarche déconstructiviste, la présente analyse se propose de montrer que le récit de Jean-Marie Adiaffi est hanté par une sorte de symbole thériomorphique exprimé sous les traits de l’impuissance et de la dépossession qui charrie d’une façon ou d’une autre une économie de la stérilité, de la perte de soi et de la néantisation. Dès sa parution la critique littéraire africaine a salué La carte d’identité de Jean-Marie Adiaffi comme un texte majeur qui insuffle un « nouveau frisson » à la littérature africaine. Si la qualité de ce texte n’est plus à discuter, certaines orientations analytiques dont il a fait l’objet le sont encore moins, sans doute influencées par des découpages générationnels qui tentent de soumettre la lisibilité du roman africain à la pesanteur de l’histoire ou à confiner l’analyse dans un moule. En effet, pour une bonne part des réflexions, ce texte se présente comme un lieu de (con)quête identitaire. Si nous pouvons admettre que l’enjeu identitaire y est central, nous postulons toutefois, à contre-courant de ces analyses, que ce qui se joue réellement dans ce texte n’est pas l’affirmation d’un « je », mais bien au contraire sa crise, qui aboutit à une écriture de la dépersonnalisation et de la désidentisation. Ainsi, à partir d’une démarche déconstructiviste, la présente analyse se propose de montrer que le récit de Jean-Marie Adiaffi est hanté par une sorte de symbole thériomorphique exprimé sous les traits de l’impuissance et de la dépossession qui charrie d’une façon ou d’une autre une économie de la stérilité, de la perte de soi et de la néantisation. 
Musicologie ou ethnomusicologie : quelle approche scientifique pour les musiques africaines?
No full textIf the term “African music” in itself is very broad because it abounds in a large quantity of “sound manifestations”, the scientific approach by which its study is carried out is most ambiguous. Does the study of African music fall within the disciplinary field of musicology or that of ethnomusicology? Answering this question implies situating the object and the field of action of one and the other of these two sciences while bearing in mind what is meant by “African music”. What type of music does this term refer to? The music of the so-called traditional villages or that of the cities considered as urban, even hybrid because of the irreversible process of acculturation undergone by the African populations? This communication, by placing African music at the heart of the definitional debate between musicology and ethnomusicology, tries to understand which of the two approaches is best suited to its study.Si le terme « musique africaine » en lui-même est très large car regorgeant une grande quantité de « manifestations sonores », l’approche scientifique par laquelle son étude est menée est des plus ambiguës. L’étude des musiques africaines s’inscrit-elle dans le champ disciplinaire de la musicologie ou dans celui de l’ethnomusicologie ? Répondre à cette interrogation implique de situer l’objet et le champ d’action de l’une et l’autre de ces deux sciences tout en ayant à l’esprit ce que l’on entend par « musique africaine ». A quel type de musiques renvoie ce terme ? La musique des villages dite traditionnelle ou celle des villes considérées comme urbaine, voire hybride du fait du processus irréversible d’acculturation subi par les populations africaines ? La présente communication, tout en plaçant la musique africaine au cœur du débat définitionnel entre musicologie et ethnomusicologie, essaie de comprendre laquelle des deux approches est la mieux appropriée à son étude.