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Healer or Hag? Female Medical Practitioners and Witch Accusations in 17th-Century New England
No full textIn 17th-century New England, many women provided valuable medical services to their communities without formal training as midwives and healers. They were generally well-respected by their patients and trusted to testify as medical experts in cases of paternity, rape, and witchcraft at community forums. Yet this trust was capricious; female medical practitioners could easily be accused of being witches, usually for failing to heal a patient or causing illness through supernatural means. This paper examines two women who practiced medicine and were accused of witchcraft in 17th-century New England. The details and circumstances surrounding the witchcraft accusations against Jane Hawkins of Boston, Massachusetts in 1637 and Ann Burt of Lynn, Massachusetts in 1669 are gathered from court documents, journal articles, and secondary source materials. In analysing the cases of Jane Hawkins and Ann Burt, several themes are explored to explain why early female medical practitioners tread a thin line between trusted healers and witches. In Hawkins’ case, inexplicable medical maladies were often attributed to witchcraft when a woman was involved and she did not fit Puritan ideals of how a woman should behave. In Burt’s case, an accusation of witchcraft was used by male physicians to eliminate competing female healers in a crowded medical marketplace. Both Hawkins and Burt practiced medicine in a manner that threatened the inherent power differential favouring men, leading to witchcraft accusations intending to destroy their credibility as medical practitioners
Measles Masked By Covid-19: A Literature Review
No full textMeasles is one of the world’s most infectious communicable diseases. Although almost entirely preventable by vaccine, there have been recent case surges, with almost 9.8 million cases reported globally in 2019, the highest seen since 1996. This spike in measles cases, can be attributed to several factors including vaccine hesitancy, low vaccine confidence, international travel, and poor access to vaccines. While measles cases appear to be declining across the globe since the beginning of the COVID-19 pandemic, a catastrophic measles resurgence following the pandemic is likely. With the increased public health demands related to the COVID-19 pandemic, healthcare resources have been prioritized differently, resulting in disruptions in measles case surveillance, investigation, and vaccination efforts. This shift has resulted in many measles vaccination campaigns being postponed, resulting in a large measles immunity gap in some of the world’s most vulnerable populations. With first dose measles coverage rates stagnating at 85% and likely dropping with the recent halt of many vaccination campaigns, strategic measles vaccination interventions are urgently needed
CRISPR: On the road to restoring sight to the blind
No full textCRISPR-Cas9 is a novel gene-editing tool that promised to revolutionize our ability to treat genetic conditions when first introduced. Today, it continues to fuel many areas of health research, ranging from cancers to sickle cell disease to Huntington’s disease.1–3 Vision science researchers immediately saw the potential of CRISPR, with some of the earliest experiments exploring CRISPR as a treatment option for inherited ocular disorders.4 Only a few years later, in March 2020, vision research was again at the forefront of this field.5 A CRISPR therapy was injected into the human body for the first time in an attempt to correct a vision threatening mutation.5 Inherited retinal diseases have traditionally presented therapeutic challenges, but CRISPR is now providing hope for a cure
Sarah Bernhardt’s presence in Montréal Québec
No full textDuring the summer 2021 and under the direction of Geneviève De Viveiros, Amanda Lee produced a large portion of this study based on Sarah Bernhardt’s performances in Canada as they occurred between 1800 and 1918 and were studied by John Hare and Ramon Hathron, who included in their records her repertoire and the dates of her performances as well as critical opinions from various print sources. When Montréal constructed its francophone theater and its artistic infrastructure it quickly caught up with anglophone venues. Catholic institutions became increasingly adverse to Bernhardt deemed unworthy to represent the desired link to the French Catholic cultural bridge with the former motherland, in a context that revealed itself anti-women as well as anti-Semitic for this respected actress of Jewish ancestry, yet so famous for her French elocution. Bernhardt’s sulphureous reputation festered when she was reported as accusing people from Québec to be Iroquois or under religious guidance, setting her friend Louis Fréchette apart from the benighted crowd. Conversely, contrary to the increasingly negative reception of Bernhardt’s performances in the early 1900s, and the association of Jewish immigrants with Anglophone communities, Yiddish theatre saw a massive and fragmented growth between 1905-1910. By 1913, there were a total of three permanent professional Yiddish theatre troupes in the city. During the summer 2021 and under the direction of Geneviève De Viveiros, Amanda Lee produced a large portion of this study based on Sarah Bernhardt’s performances in Canada as they occurred between 1800 and 1918 and were studied by John Hare and Ramon Hathron, who included in their records her repertoire and the dates of her performances as well as critical opinions from various print sources. When Montréal constructed its francophone theater and its artistic infrastructure it quickly caught up with anglophone venues. Catholic institutions became increasingly adverse to Bernhardt deemed unworthy to represent the desired link to the French Catholic cultural bridge with the former motherland, in a context that revealed itself anti-women as well as anti-Semitic for this respected actress of Jewish ancestry, yet so famous for her French elocution. Bernhardt’s sulphureous reputation festered when she was reported as accusing people from Québec to be Iroquois or under religious guidance, setting her friend Louis Fréchette apart from the benighted crowd. Conversely, contrary to the increasingly negative reception of Bernhardt’s performances in the early 1900s, and the association of Jewish immigrants with Anglophone communities, Yiddish theatre saw a massive and fragmented growth between 1905-1910. By 1913, there were a total of three permanent professional Yiddish theatre troupes in the city.  
Ville en cendres & You touched me so wrong
No full textLyjo Magaven est poète et écrivain d’origine camerounaise. Il a obtenu plusieurs prix littéraires au niveau national pour ses poèmes et ses nouvelles. Ses textes ont paru dans des ouvrages collectifs ainsi que dans des revues littéraires internationales telles que Traversées en Belgique, Sipay aux Seychelles, Capital des Mots en France et Legs et Littérature en Haïti. Son premier roman est en chantier. Lyjo Magaven est poète et écrivain d’origine camerounaise. Il a obtenu plusieurs prix littéraires au niveau national pour ses poèmes et ses nouvelles. Ses textes ont paru dans des ouvrages collectifs ainsi que dans des revues littéraires internationales telles que Traversées en Belgique, Sipay aux Seychelles, Capital des Mots en France et Legs et Littérature en Haïti. Son premier roman est en chantier.  
Territoire inexploré : effectuer simultanément des cartographies de programmes d’études avec multiples majeures
No full textCurriculum mapping is the process of creating a visual representation of the teaching and assessment of learning outcomes in a degree, program or major. Best practice recommendations about curriculum mapping typically focus on mapping individual programs. Therefore, many recommendations, such as meeting individually with faculty as they map their course, may not be feasible for large-scale mapping projects. This paper describes the process of a large-scale curriculum mapping project designed to map the Bachelor of Science degree and 24 of its associated majors. The project involved the participation of faculty from three colleges within a research-intensive University to map over 400 courses. We describe the key questions and decisions involved in carrying out the mapping project, our data collection and analysis process, and our dissemination efforts to ensure that the mapping results were used to inform curricular change.La cartographie de programmes d’études consiste à créer une représentation visuelle de l’enseignement et de l’évaluation des résultats d’apprentissage dans un programme menant à un diplôme, dans un autre programme ou dans une majeure. Les recommandations pour les meilleures pratiques concernant la cartographie de programmes se concentre habituellement sur la cartographie de programmes individuels. Par conséquent, de nombreuses recommandations, telles que la rencontre individuelle avec les professeurs et les professeures alors qu’ils préparent la cartographie de leurs cours ne sont pas toujours possibles dans les cas de très grands projets de cartographie. Cet article décrit le processus d’un grand projet de cartographie de programme d’études conçu pour cartographier un baccalauréat en sciences et 24 de ses majeures associées. Le projet a impliqué la participation de professeurs et de professeures de trois collèges d’une grande université axée sur la recherche pour cartographier plus de 400 cours. Nous décrivons les questions et les décisions clés qui ont permis de mener à bien ce projet de cartographie, nos données et le processus d’analyse, ainsi que nos efforts de dissémination pour assurer que les résultats de la cartographie ont été utilisés pour effectuer les changements aux programmes d’études
Perspectives de professeurs et de professeures sur la conception universelle de l’apprentissage (UDL) : explorer les ponts et les obstacles pour une adoption plus vaste dans l’enseignement supérieur
No full textUniversal Design for Learning (UDL) strategies aim to reduce learning barriers in the classroom for all students and remove the need for students with disabilities to advocate on their own behalf. Leadership in Scholarship of Teaching and Learning has a role to play in advancing inclusive learning cultures in higher education. At the frontline of higher education delivery, faculty are best positioned to implement UDL practices. Initiatives to encourage broader implementation of UDL require an understanding of the barriers and opportunities in higher education. Published studies that investigate faculty understanding and implementation of UDL have been almost exclusively conducted in US institutions. Our study enriches the existing literature through a mixed methods approach with interviews and a faculty survey in a Canadian context. Themes revealed in our interviews were reinforced by survey findings. Many of the issues raised by faculty, including time and resource constraints, a lack of institutional support, and a lack of understanding are consistent with previous research done in the US, highlighting the systemic challenges for UDL implementation in higher education. To conclude, we explore the limits of a strictly bottom-up approach and contend, in line with recent studies, that top-down initiatives are also vital to encouraging broader implementation of UDL practices.Les stratégies de la conception universelle de l’apprentissage (UDL - Universal Design for Learning) visent à réduire pour les étudiants et les étudiantes les obstacles à l’apprentissage dans la salle de classe et à supprimer le besoin qu’ont les étudiants et les étudiantes handicapés de défendre leurs intérêts pour eux-mêmes. Le leadership en matière de recherche en enseignement et en apprentissage a un rôle à jouer pour faire avancer la culture de l’apprentissage inclusif dans l’enseignement supérieur. En première ligne de l’enseignement supérieur, les professeurs et les professeures sont bien placés pour mettre en application les pratiques de la conception universelle de l’apprentissage (UDL). Les initiatives pour encourager une mise en application plus vaste de la conception universelle de l’apprentissage exigent une compréhension des obstacles et des opportunités dans l’enseignement supérieur. Les études publiées qui portent sur la compréhension des professeurs et des professeures et sur la mise en oeuvre de la conception universelle de l’apprentissage ont presque toutes été menées dans des établissements américains. Notre étude enrichit les publications existantes grâce à une approche à méthodes multiples, à des entrevues et à un sondage auprès de professeurs et de professeures, dans un contexte canadien. Les thèmes révélés par nos entrevues ont été renforcés par les résultats du sondage. Un grand nombre des questions soulevées par les professeurs et les professeures, y compris les contraintes liées au temps et aux ressources, à l’absence de soutien de la part des établissements et au manque de compréhension, sont conformes aux recherches préalables menées aux États-Unis et mettent en valeur les défis systémiques pour la mise en oeuvre de la conception universelle de l’apprentissage dans l’enseignement supérieur. En conclusion, nous explorons les limites d’une approche strictement ascendante et nous soutenons, conformément aux études récentes, que les initiatives descendantes sont également vitales pour encourager une mise en oeuvre plus vaste des pratiques de la conception universelle de l’apprentissage
Epistemic Agency and the Value of Knowledge and Belief
No full text“Credit-worthiness” accounts of the value of knowledge focus on the exercise of agency as the source of value in question. This focus is shared by an approach suggested by Sally Haslanger to the value of belief (and thus true belief). The standard examples and counterexamples from the “value of knowledge” literature treat the relevant sort of agency in fundamentally individualistic terms. But recent work on relational autonomy recommends that we think of agency as fundamentally socially embedded. This reorientation not only disarms a standard objection to the “credit-worthiness” approach, but suggests that the putative counterexample is actually a paradigm-case of the exercise of epistemic agency for creatures like us. In so doing, it also exhibits the agency-based account of the value of knowledge and its main competitor, which focuses on the status of potential informants, as two sides of the same coin. Meanwhile, epistemic agency is an essential component of agency tout court. Effective action requires information. But perhaps the possession of information can take other forms than the having of true beliefs. Paul Churchland characterizes what’s peculiar to belief in terms of the sentential form in “that”-clauses in belief attributions. The alternatives that he envisages divorce informational content from sentence content. But for creatures like us, sentences are the basic units of communication of information. If our agency is paradigmatically exercised in socially embedded contexts, an essential part of the picture is that our information be in substantial measure communicable in sentences, i.e., that it take the form of beliefs. So the socially-oriented version of the agency-based approach to the value of knowledge also confirms Haslanger’s hunch that the value of belief can be vindicated and developed in terms of the role of belief in the exercise of agency for creatures like us
La structure intellectuelle de la discipline des systèmes d’information : Les styles de recherche et modèles de publication nord-américains et européennes
No full textThis paper identifies the researches that have had the greatest impact on the Information Systems (IS) discipline and analyses the changes that have taken place in the intellectual structure of this discipline within the ongoing paradigmatic debates between Europe and North America. The methodology applies citation analysis and social network analysis to the articles published in four European and North American journals with the highest impact factors in the IS field. The findings of the study reveal a significant difference between the research styles and publication patterns of European and North American research traditions.L'objectif de cet article est d'identifier les recherches qui ont eu le plus grand impact sur la discipline des Systèmes d'Information et d'analyser les changements intervenus dans la structure intellectuelle de cette discipline dans le cadre des débats paradigmatiques en cours entre l'Europe et l'Amérique du Nord. La méthodologie est basée sur l'analyse des citations et l'analyse des réseaux sociaux qui sont appliquées aux articles publiés dans deux grandes revues européennes et nord-américaines. Les résultats de l'étude révèlent qu'il existe une différence significative entre les styles de recherche et les modèles de publication des traditions de recherche européennes et nord-américaines