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MANEL BELLMUNT SERRANO AND JOAN MAHIQUES CLIMENT, EDS. Literature, Science & Religion. Textual Transmission and Translation in Medieval and Early Modern Europe. Kassel: Edition Reichenberger, 2020. 466 pp.
Get PDFReseña de Literature, Science & Religion. Textual Transmission and Translation in Medieval and Early Modern Europe de Manel Bellmunt Serrano y Joan Mahiques Climent (eds.)
ANA MARÍA LAGUNA AND JOHN BEUSTERIEN, EDS. Goodbye Eros: Recasting Forms and Norms of Love in the Age of Cervantes. Toronto: U of Toronto P, 2020. 281 pp.
Get PDFReseña de Goodbye Eros: Recasting Forms and Norms of Love in the Age of Cervantes de Ana María Laguna y John Beusterien (eds.)
Occupational therapists speaking for justice and human rights: From complicit silencing to collective resistance
Get PDFWe are a Collective of occupational therapists from all areas of practice and roles with longstanding commitments to working for human rights in the context of colonial oppressions, including genocide. We aim to affirm our deep commitment to occupational therapy’s values and principles by naming and acting against the ongoing genocide of Palestinian people. This paper is an act of collective resistance, self-assertion and solidarity for all those in the profession who have been erased, denied, and harmed by the silence of occupational therapy’s national and international governing bodies, as well as the silencing. We write this piece anonymously to add our voices to those healthcare professionals who are speaking out – including those working in healthcare in Gaza. We begin by naming the injustice, citing recent evidence and the rulings of various international bodies considered authoritative and legitimate. Then we address the injustice of silence, as experienced in the occupational therapy profession through the silencing of its members. We continue by reviewing relevant professional obligations and ethical responsibilities of occupational therapists, including the requirement to speak out against occupational injustices. This is followed by an outline and critique of our profession’s governing bodies’ problematic responses and complicity, naming the harms caused from within. We conclude this paper by indicating the only ethical option for action; one that also applies to other healthcare professions whose institutions have been silent, hoping this will incite them to break their silence
Pattern, Preferences, Barriers, and Correlates of Self-Reported Physical Activity in Adults With Borderline Personality Disorder: An Online Survey in Western Countries
No full textBorderline personality disorder (BPD) is characterized by an instability of self-image, interpersonal relationships, and emotions and is highly comorbid with other disorders. Physical activity has shown great results in treating these disorders. Physical activity intervention should be built considering the preferences and barriers of the targeted individuals. However, to this day no study analyzed the preferences and barriers to physical activity in individuals with BPD, which is the goal of this study. We used an online survey to question 192 adults with a self-reported diagnosis of BPD from Canada, France, the United States, England, Switzerland, and New Zealand. Participants complete 607 minutes of physical activity weekly on average. They prefer walking (66.7%), biking (33.3%), aquatic activities (29.0%), and running (24.2%). Their main barriers to physical activity are having a friend over, having other engagements, and recovering from an injury. Additionally, they prefer engaging in individually supervised physical activities outside, typically in long sessions of moderate intensity. Finally, a majority of participants are interested in receiving physical activity advice, but most did not receive any. The professionals from whom they would prefer to receive advice are trainers, psychiatrists, physical therapists, and psychologists. These findings are crucial for tailoring future physical activity interventions for adults with BPD
L\u27Impact de la Gouvernance sur le Développement Économique en Afrique
No full textThis study examines the impact of governance on Foreign Direct Investments (FDI) and trade in Africa. The main findings reveal that governance indicators: voice and accountability, political stability and absence of violence, government effectiveness, regulatory quality, rule of law, and control of corruption are major drivers of economic growth on the continent. They emerge as crucial factors for attracting FDI and enhancing trade, underscoring the importance of good governance. Thus, transparent and effective institutions also foster integration into international trade and FDI. Regional analysis highlights significant variations, emphasizing the importance of considering specific national contexts. Quantitative approaches confirm the identified objectives, providing rich insights into national dynamics, which will be justified by correlations, first through the Ordinary Least Squares (OLS) method to assess the significance of each governance indicator on trade and FDI. These findings underscore the imperative to strengthen institutions and adopt public policies focused on good governance to stimulate sustainable economic development in Africa. Cette étude examine l\u27impact de la gouvernance sur les Investissements Étrangers Directs (IED) et le commerce en Afrique. Les principales conclusions révèlent que les Indicateurs mondiaux de la gouvernance : voix citoyenne et responsabilité, stabilité politique et absence de violence, efficacité des pouvoirs publics, qualité de la réglementation, État de droit, maîtrise de la corruption sont des moteurs majeurs de la croissance économique sur le continent. Ils émergent comme des facteurs cruciaux pour attirer les IED et renforcer le commerce, soulignant l\u27importance de la bonne gouvernance. Ainsi, les institutions transparentes et efficaces favorisent également l\u27intégration dans le commerce international et IED. L\u27analyse régionale met en lumière des variations significatives, soulignant l\u27importance de considérer les contextes nationaux spécifiques. Les approches quantitatives confirment les objectives identifiées offrant des insights riches sur les dynamiques nationales qui seront justifiées par des corrélations au premier lieu après à travers la méthode des moindres carrés ordinaire (OLS) pour voir l’importance de chaque indicateur de gouvernance sur le commerce et sur IED. Ces conclusions soulignent l\u27impératif de renforcer les institutions et d\u27adopter des politiques publiques axées sur la bonne gouvernance pour stimuler le développement économique durable en Afrique
A Gift of Common Words: The World Working Out in Cavell’s Inheritance of Austin
Get PDFThe inclusion in Here and There of “Notes After Austin” — Cavell’s brief memoir of his short but transformative relationship with J.L. Austin — provides an opportunity to reconsider the place of Austin in Cavell’s work. Other figures (e.g., Wittgenstein, Emerson, and Shakespeare) bulk larger and appear more continuously, but arguably none is more philosophically decisive than Austin; the only figure Cavell calls his “teacher.” Cavell adopted or adapted a range of specific Austinian results, concepts, and procedures that figure importantly in his work: he adopts Austin’s attention to “the jump of words” in philosophy; adapts Austin’s implicit account of the function of criteria in judgment for his reading of Wittgenstein; employs Austin’s description of ordinary epistemic inquiry to frame his diagnosis of traditional epistemology; and, to mention only one further instance, extends Austin’s account of the performative to articulate an order of speech he names passionate utterance. However, Austin’s importance for Cavell lies deeper than any such specific points of influence — vital as they certainly are — and is measured by the fact that it was through encountering Austin that Cavell “began finding [his] intellectual voice.” This is more than discovering his particular academic niche or professional métier. Encountering Austin allowed Cavell to move beyond a condition he describes as “wild with muteness” — filled with impressions and desires but unable to find, or to believe in, his capacity to express them intelligibly (to himself or others) — and granted him an access to his own language in which he could, for the first time, begin to discover and express himself philosophically. Hence, he tells us, “Austin’s philosophizing allowed me — demanded of me — the use of myself as the source of [philosophy’s] evidence and as an instance of its conclusions. Whatever philosophy’s pertinence to me, I felt for the first time my pertinence to philosophy.
Overcoming barriers to access in French immersion: Special education needs and socioeconomic status
Get PDFCanadian French immersion (FI) programs have increased in popularity due to the social and developmental benefits of English–French bilingualism. However, several studies have shown that FI programs do not provide equitable access to diverse students, nor do they provide adequate support to these students once they gain access to the program. To examine these issues in finer detail, the current study interviewed eight parents on their child(ren)’s enrollment and participation in FI programs. We specifically queried the impact of special education needs (SEN) and socioeconomic status (SES) on these families’ experiences. Results showed that parents encountered barriers on multiple levels while supporting their children in the FI program. These barriers increased significantly for children who had SEN, and/or for children and families from low SES communities.Les programmes canadiens d’immersion française (IF) ont gagné en popularité en raison des avantages sociaux et développementaux du bilinguisme anglais-français. Cependant, plusieurs études ont montré que les programmes IF n’offrent pas un accès équitable à divers élèves, ni un soutien adéquat à ces élèves une fois qu’ils ont accès au programme. Pour examiner ces questions plus en détail, cette étude a interrogé huit parents sur l’inscription et la participation de leur(s) enfant(s) à des programmes IF. Nous avons spécifiquement interrogé l’impact des besoins éducatifs particuliers et du statut socio-économique sur les expériences de ces familles. Les résultats ont montré que les parents rencontrent des obstacles multiples lorsqu’ils souhaitent accompagner leurs enfants dans le programme IF. Ces obstacles augmentent de manière significative pour les enfants ayant des besoins éducatifs particuliers, ainsi que pour les enfants et les familles qui venaient de communautés à faible statut socio-économique
L’enseignement de la variation phonétique du français au Cameroun : dérives et conséquences en termes d’insécurité linguistique chez les élèves
Get PDFIn accordance with the recommendations of the meeting on the teaching of French in french-speaking Sub-Saharan Africa held in 2003, Cameroon has just decided to teach French variation. The objective of this paper is to show that the didactic practices currently used to transmit phonetic variation are likely to install learners in linguistic insecurity. Indeed, insteed of initiating learners to decrypt their interlocutor’s accents for better communication, the practices analyzed seem to focus more on identification and linguistic description. This work will show that these practices tend to more transmit to students stereotypes already known about French accents in Cameroon, which generally aim to axiologically classify speakers, with potentially negative consequences for learners’language security. From a didactic perspective, this paper analyzes the French language Textbook at the second cycle in Cameroon and a lesson given to the students of Terminale (Upper six). This study adopts a qualitative approach.Conformément aux recommandations des États généraux de l’enseignement du français en Afrique subsaharienne francophone tenus en 2003, le Cameroun vient de décider d’enseigner la variation du français. L’objectif de cet article est de montrer que les pratiques didactiques actuellement en oeuvre pour transmettre la variation phonétique sont susceptibles d’installer des apprenants dans l’insécurité linguistique. En effet, au lieu de les initier à décrypter les accents de leur interlocuteur pour une meilleure communication, les pratiques analysées semblent plus focalisées sur l’identification de ces accents et leur description linguistique. Ces pratiques tendent davantage à transmettre aux élèves des stéréotypes teintés de jugement axiologique des locuteurs du français, ce qui pourrait entraîner des conséquences négatives sur la sécurité linguistique des apprenants. S’inscrivant dans la perspective didactique, cet article analyse, dans une approche qualitative, le manuel de langue française au second cycle au Cameroun et une leçon dispensée à l’attention des élèves de Terminale