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Māori linked administrative data: Te Hao Nui - A novel Indigenous data infrastructure and longitudinal study
No full textWorldwide, large amounts of administrative data are collected within official statistics systems on Indigenous Peoples. These data are primarily used for government and state policy purposes as opposed to by Indigenous Peoples to support Indigenous agendas (Taylor & Kukutai, 2017). In Aotearoa me Te Waipounamu New Zealand, Māori need high quality data to develop evidence-based policies and programs and to monitor government policies that impact on Māori. In this methodological paper, we describe uses of administrative data for Māori and current barriers to its use. We outline the development of a novel administrative data infrastructure and future longitudinal study. By explicating our Indigenous initiated, designed and controlled data project, we make a methodological contribution to Indigenous Data Sovereignty and Kaupapa Māori (Māori worldview) epidemiology
"An Airy Spirit": Developing Identity Through Music, Performance, and Perception
No full textHow do audiences come to understand a character who appears to lack a discrete performed identity? This paper explores how, in performance, music and theories of magic and reader response interact to create the identity of the musical spirit, Ariel, from William Shakespeare’s (1564-1616) The Tempest (1611). To facilitate this exploration, I outline Ariel’s characterisation across six productions from the Renaissance, Restoration, and modern-day on two levels: textual (concerning how culturally-bound theories of magic and gender affect interpretations of the play’s script), and performed (concerning practical decisions such gender casting, voice type, and visual design). Across both the textual and performed levels, I emphasise the roles of socio-cultural contexts and resultant audience perceptions in informing Ariel’s identity in each production, ultimately proposing that while Ariel’s textual identity as a genderless spirit remains relatively stable from the Renaissance to the modern-day, each production of The Tempest creates a new performed identity for the character through dynamic interactions between culture, history, directors, performers, and audiences
The Wicked Weeping Woman: A Reconsideration of Women's Agency in the Lament
No full textDrawing on philosophical frameworks of agency, autonomy, and vulnerability as developed by feminist opera scholars, this paper examines the use of the lament in the expression of female unhappiness through a comparison of the representations of the sorceress Alcina in Francesca Caccini’s La Liberazione di Ruggiero dall'isola d'Alcina, and George Frideric Handel’s Alcina. This paper begins by exploring how Caccini’s Alcina’s lament, “Ferma, ferma crudele,” exposes her journey through anger, confusion, and finally grief over her lost love. Alcina’s vulnerable expression of grief inspires another woman to join her in lamenting, an act which instills Alcina with greater emotional agency. The paper then considers Handel’s Alcina, suggesting that his Alcina’s aria, “Ombre Pallide,” functions as a lament rather than an invocation aria. The presence of lament characteristics following her abandonment of the musical conventions of the invocation aria see Alcina gain the freedom and autonomy to act without her self-destructive magical powers, showing that this loss of power is actually her liberation. Ultimately, these considerations question existing assumptions that composers reject lament conventions in order to lend agency to their women characters, and create space for nuanced understandings of women’s vulnerability and agency
Homelessness Prevention Interventions for Single Adults at Risk of or Experiencing MEH: A Systematic Review on their Effectiveness
No full textHomelessness prevention for single adults at risk of or experiencing multiple exclusion homelessness (MEH) has received limited attention in research. This systematic review focused on the effectiveness of primary, secondary, and tertiary homelessness prevention interventions and strategies for this population. We searched four databases (Embasse, PsycInfo, Medline, and Allied Social Sciences Index and Abstracts [ASSIA]) for peer-reviewed empirically completed quantitative and qualitative studies and systematic reviews between 1992 and 2021. We identified ten categories of interventions based on the kind of support they provide: accommodation, financial assistance, case management, outreach, mental health care, joint mental health and substance use care, substance use care, other social support, policies and legal assistance. We found that research has principally focused on tertiary prevention, the prevention of chronic homelessness, and there is a lack of research on the effectiveness of upstream primary prevention strategies that would intervene before someone is at imminent risk of homelessness. However, within the secondary and tertiary prevention space, the best approach was a multifaceted cross-sector collaboration of different services. Many studies concluded that those at risk of or experiencing MEH require high intensity services combining a range of housing and support service options. Housing First, Assertive Community Treatment, Critical Time Intervention were high intensity services that were consistently found to be effective in preventing homelessness. Intensive case management had mixed evidence on effectiveness. Financial assistance was identified as important for preventing first-time, recurrent, and chronic homelessness in many studies and may be essential, but unlikely to be enough on its own. Finally, the prevention of homelessness after discharge from institutional care was found to be critical with several interventions showing to be effective here
“I want to get rid of the Indian problem...”: A Legal Analysis of Canadian Legislation as a Form of (Cultural) Genocide Against Indigenous Women, Girls, and 2SLGBTQQIA+ Peoples
No full textThe horrifically high rates of missing and murdered Indigenous women, girls, and 2SLGBTQQIA+ peoples have been a devastating, yet ongoing, issue that can be argued to have systemic roots in Canadian legislation. From environmental dispossession to the residential school system, Indigenous women, girls, and 2SLGBTQQIA+ peoples have been forcibly indoctrinated – by means of torture, sexual abuse, and death – through legalized practices in Canadian legislation from the time of early colonial contact. Many pieces of such colonial legislation – such as the Indian Act, Bill C-31, and terra nullius – persist today, continuing to affect generations of Indigenous livelihoods. By examining the legal principles of mens rea and actus reus through a gendered lens, this paper challenges colonial government systems and seeks to tackle one of the most prominent concerns with the state – the charge of cultural genocide. In order for the Canadian government to engage in (re)conciliation efforts with Indigenous peoples, they must own up to the crimes they have committed against these communities for centuries and actively work to dismantle the legislation that continues their disenfranchisement.
CW: this work contains themes and explicit mentions of sexual violence and abuse, colonialism, genocide, racism, and traum
L’examen oral structuré individuel (One2One) est un outil précieux évalué positivement pour l’enseignement des sciences qui favorise la réussite scolaire
No full textStructured oral examinations (SOEs) result in higher test scores than traditional written assessments, but there lacks reproducible quantitative evidence supporting knowledge acquisition and retention. A modified SOE—called the One2One—whereby students present prepared answers to an instructor was evaluated for effectiveness in large classes despite its resource-intensive nature. This study used a post-assessment survey (Efficacy Assessment Survey, EAS) to measure the effect of the One2One on knowledge acquisition and retention, as well as student perceptions of its usefulness and perceived value. The One2One helped students learn and retain content better than by didactic lecture alone as demonstrated by significantly higher scores on One2One content as compared to control content (p<0.05) on the EAS (t-test) and this knowledge was retained until the end of the semester as measured by regression analysis. A previously identified drawback of SOEs is student-reported anxiety, however students’ perception of the SOEs’ usefulness and value are understudied. Here, thematic analysis of student feedback identified the One2One as being useful, a driver of learning, and of high professional value, albeit stressful. Though more resource intensive than traditional assessment methods, the One2One is a positively rated, authentic evaluation tool that motivates student learning.Les examens oraux structurés permettent d’obtenir des résultats plus élevés que les évaluations écrites traditionnelles, toutefois il n’y a pas de preuves quantitatives reproductibles qui soutiennent l’acquisition et la rétention. Un examen oral structuré modifié individuel – appelé le One2One – où les étudiants et les étudiantes présentent des réponses préparées à un instructeur ou une instructrice, a été évalué pour son efficacité dans de grandes classes malgré son caractère intensif en ressources. Cette étude a utilisé un sondage post-évaluation (Efficacity Assessment Survey, EAS) pour mesurer les effets du One2One sur l’acquisition et la rétention des connaissances, ainsi que les perceptions des étudiants et des étudiantes sur son efficacité et sa valeur perçue. Le One2One a aidé les étudiants et les étudiantes à mieux apprendre et à davantage retenir le contenu du cours que le seul cours magistral, comme en témoignent les scores considérablement plus élevés relativement au contenu du One2One en comparaison du contenu de contrôle (p<0,05) sur le EAS (t-test) et ces connaissances ont été retenues jusqu’à la fin du semestre, tel que mesuré par l’analyse de régression. Un inconvénient préalablement identifié de l’examen oral structuré rapporté par les étudiants et les étudiantes est l’anxiété, toutefois la perception par les étudiants et les étudiantes de l’efficacité et de la valeur de l’examen oral structuré n’a pas été suffisamment étudiée. Ici, l’analyse thématique du feedback des étudiants et des étudiantes a identifié le One2One comme étant utile et comme étant un moteur d’apprentissage ayant une haute valeur professionnelle, malgré qu’il soit stressant. Bien qu’il nécessite davantage de ressources que les méthodes d’évaluation traditionnelles, le One2One a été évalué positivement comme un outil d’évaluation authentique qui motive l’apprentissage des étudiants et des étudiantes
L’influence des examens collaboratifs en deux étapes sur les relations entre pairs : une étude des perceptions d’étudiants et d’étudiantes d’université de première année
No full textTwo-stage testing is a form of collaborative assessment that creates an active learning environment during test taking. In two-stage testing, students first complete an exam individually, and then complete a subset of the same questions as part of a learning team with the ultimate exam score being a weighted average of the individual and team portions. In the second (team-based) part of the exam, students are encouraged to discuss solutions until a consensus among team members is achieved, thus actively engaging students with course material and each other during the exam. A short open-ended survey was administered to students at the end of the semester, and the responses coded by thematic analysis, with themes generated using inductive coding based on the principles of grounded theory. The most important conclusion was that students overwhelmingly preferred two-stage tests for the development of positive peer relationships in class. The most common themes that emerged from student responses involved positive feelings from forced interaction with their peers, the benefits of meeting and socializing with other students, sharing of knowledge with others, and solidarity or positive affect towards the process of working as part of a team. Finally, students also expressed an overall preference for two-stage exams when compared to solely individual, one-stage exams.Les examens en deux étapes sont une forme d’évaluation collaborative qui crée un environnement d’apprentissage actif pendant les examens. Dans le cadre d’un examen en deux étapes, les étudiants et les étudiantes passent d’abord un examen individuel, ensuite ils répondent à un sous-ensemble des mêmes questions dans le cadre d’une équipe d’apprentissage, le résultat final étant une moyenne pondérée de la partie individuelle et de la partie en équipe. Dans la deuxième partie de l’examen (réalisée en équipe), les étudiants et les étudiantes sont encouragés à discuter des solutions jusqu’à ce que tous les membres de l’équipe en arrivent à un consensus, ce qui permet aux étudiants et aux étudiantes de s’engager à la matière du cours et de participer entre eux durant l’examen. Un court sondage à questions ouvertes a été mené auprès des étudiants et des étudiantes à la fin du semestre et les réponses ont été codées par analyse thématique, les thèmes ayant été générés par un codage inductif basé sur les principes de la théorie ancrée. La conclusion la plus importante a été que les étudiants et les étudiantes ont massivement préféré les examens en deux étapes pour le développement de relations positives entre pairs, en classe. Les thèmes les plus communs qui ont été évoqués dans les réponses des étudiants et des étudiantes ont impliqué des sentiments positifs survenus suite à l’interaction forcée avec leurs pairs, les avantages de la rencontre et de la socialisation avec d’autres étudiants et étudiantes, le fait de partager les connaissances avec les autres et la solidarité ou l’affect positif à l’égard du processus de travail en équipe. Pour finir, les étudiants et les étudiantes ont également déclaré avoir une préférence générale pour les examens en deux étapes par rapport aux examens strictement individuels à une étape
The Limitations of Duality: Reexamining Sexual Difference in Feminist Philosophies of Nature
No full textThe attempt to rearticulate traditional conceptions of nature can be both a useful strategy and a stumbling block when it comes to feminist examinations of the continuity between the objectification of women’s bodies and the domination of nature. This paper contributes to existing debates by providing a critique of what I term the “duality view” of nature: a view stipulating that nature is primarily characterised by a stable sexual duality, and advancing that the objectification of women’s bodies arises because the specificity of “femaleness” is ignored and duality is therefore neglected. I focus, specifically, on Alison Stone’s interpretation of Luce Irigaray, insofar as the account emerging from Stone’s interpretation clearly outlines the principles that most versions of the duality view should endorse. I problematise this account by showing that it becomes inconsistent with the critique of objectification which grounds it in the first place. I conclude by advancing that, overall, a view insisting on a natural sexual duality because of normative reasons conflicts with the feminist considerations at its basis. I also suggest that while the present analysis is primarily condemnatory, it can contribute to the development of feminist philosophies of nature by fleshing out avoidable pitfalls
L'oeuvre intermédiale de Francis Desharnais
No full textThis interview sheds light on Francis Desharnais’ different take on comics and animation, developed through a long and fruitful career in the field. The interviews took place on October 25th, 2022, in Île d’Orléans (Quebec, Canada).Cet entretien avec l'artiste Francis Desharnais permet de mieux comprendre son approche intermédiale de la bande dessinée et du cinéma d'animation tout en mettant en lumière sa longue et fructueuse carrière. L'entrevue a été réalisée avec l'artiste le 25 octobre 2022 à l'Île d'Orléans (Québec, Canada)