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Ending the invisible work of nurses: Reflection following a study about nursing support of relatives
Get PDFFormerly playing an assistive role motivated by virtue, obedience, and self-denial, nurses are now autonomous professionals with unique expertise, skills, and competencies. However, current recognition of the nursing role is far from optimal and perpetuates the invisibility of nurses’ real work. This article examines one component of the situation: the non-recognition of the nursing role by nurses themselves. Hypotheses explaining this phenomenon, like the history of nursing and the lack of common language, is presented, as well as its impacts, followed by exploration of possible solutions.Occupant autrefois un rôle d’exécutante motivée par la vertu qui commandait notamment l’obéissance et l’abnégation, les infirmiers et infirmières sont aujourd’hui des professionnelles autonomes, possédant une expertise, des habiletés et des compétences uniques. Toutefois, la reconnaissance du travail infirmier est loin d’être optimale et perpétue le cycle du travail invisible de l’infirmière et l’infirmier. Cet article s’intéresse à une des composantes de cette situation : la non-reconnaissance de l’expertise infirmière par l’infirmier ou l’infirmière elle-même. Des hypothèses expliquant ce phénomène, notamment l\u27histoire des sciences infirmières et l\u27absence d\u27un langage commun, ainsi que les impacts de celui-ci sont présentés, suivis d’une réflexion sur des pistes de solution possibles
Dimension politique du leadership infirmier : Réflexion sur le 29e Congrès du Conseil international des infirmières et, plus largement, sur le rôle politique des organisations infirmières
No full textRéflexion sur le 29e Congrès du Conseil international des infirmières et, plus largement, sur le rôle politique des organisations infirmière
Stand-up Comedy and Trans Subjectivity: An Analysis of the Work of Dave Chappelle and Ricky Gervais
No full textIn the context of growing trans visibility in the Anglo-American world, recent works of stand-up comedy have taken an interest in trans subjectivity. This article analyzes the discursive strategies used to discuss transgender subjectivity within the recent Netflix stand-up specials of two of the most famous stand-up performers on both sides of the Atlantic: The American comedian Dave Chappelle and the British comedian Ricky Gervais. The article observes that as opposed to older forms of comedy in which the comedic element about transness was created through the trope of deception, or the rowdy revelation about supposed bodily incongruity, the new stand-up comedy uses a more ‘refined’ approach in an era in which trans justice movement has become a legitimate part of the socio-political scene. I argue that contemporary trans subjectivity, as it is employed by these two comedians, is used to make social and political commentary about ‘the West,’ positioning transgender rights as the proof of declining Euro-American values such as freedom of speech, reason, and rationality. Although the article does not advocate for the de-platforming of anti-trans jokes, by examining the harmful rhetoric deployed within the recent stand-up comedy, I suggest that we need to approach more critically comedy’s legacy as a tool for social commentary and the comedian’s position as a public intellectual
Limited Effects of Age on the Use of the Ankle and Counter-Rotation Mechanism in the Sagittal Plane
No full textDuring standing the center of mass (CoM) can be controlled relative to the base of support by applying ankle moments to shift the center of pressure (CoP mechanism). An additional mechanism is the counter-rotation mechanism, i.e., changing the angular momentum of segments around the CoM to change the direction of the ground reaction force. In this study, we assessed anteroposterior balance performance and the related use of these postural control mechanisms in children, younger and older adults. Sixteen children (6-9y), 17 younger adults (18-24y) and eight older adults (65-80y) performed bipedal upright standing trials of 16 seconds on a rigid surface and on three balance boards that could freely move in the sagittal plane, varying in height (15-19 cm). Full body kinematics were measured. Performance related outcome measures, i.e., the number of trials with balance loss and the Root Mean Square of the time series of the CoM acceleration (due to the CoP and counter-rotation mechanism) and the contributions of the CoP and counter-rotation mechanism to the CoM acceleration (in %) were calculated. Furthermore, selected kinematic measures, i.e., the orientation of the board and head and the Mean Power Frequency of board orientation and of CoM acceleration were calculated. Compared to younger adults, children and older adults showed a poorer balance performance. Across age groups and conditions, the contribution of the CoP mechanism to the total CoM acceleration was dominant, i.e., 95%-108%. The contribution of the counter-rotation mechanism was limited, i.e., 19%-31% (with totals higher than 100% indicating opposite effects of both mechanisms), since the counter-rotation mechanism would conflict with stabilizing the head in space. Furthermore, children did use the counter-rotation mechanism relatively more to accelerate the CoM compared to younger adults as they are possibly still learning to limit the contribution of the counter-rotation mechanism
Introduction au numéro spécial: Comment nous travaillons avec/dans la culture aujourd\u27hui
No full textThe Claim of Reason in a Planetary Age: Martian Objects and Ordinary Language
Get PDFThis essay is a creative inheritance destined for a volume celebrating the ongoing relevance of Thomas Kuhn and Stanley Cavell. But if it is inspired by, and converses with them, it is neither a reconstruction of their conversations nor a textual exegesis, but an attempt to reflect critically on the rationality of Earthlings in the Anthropocene while drawing orientation from Kuhn and Cavell. Arguably, such philosophical modernism is in spirit intensely Cavellian. Pursuing Emersonian self-reliance, this paper aims to make “philosophy yet another kind of problem for itself.” Therefore, this text is not Kuhnian. It couldn’t be — Kuhn claimed that his “vocation” was to be a “historian of science,” a member of the “American Historical, not the American Philosophical, Association.” But in its concern with science and history, and above all in its acceptance that our current historical context, the Anthropocene, cannot be thought outside of paradigmatic shifts within the history of science, notably the development of planetary science as a comparative and thus inter- planetary model for understanding our own terrestrial condition, what follows is Kuhnian
Cyberapprentissage en pédagogie médicale : l’internet va-t-il un jour remplacer les professeurs?
No full textLe cyber-apprentissage, facilite l’accès en ligne à des ressources pédagogiques, partout et en tout temps. Il peut être utilisé à divers niveaux, comme dans le cadre de l’enseignement de nouveaux concepts, de la simulation, de l’évaluation et du travail collaboratif. Les outils de cyber-apprentissage sont aussi excellents pour susciter la participation des apprenants et favoriser l’apprentissage actif. Dans cet article, les auteurs discuteront des différents outils du cyber-apprentissage et des cinq étapes de la conception pédagogique en cyber-apprentissage, à savoir la définition, la conception, la création, la distribution et la démonstration, puis ils articuleront les meilleures méthodes d’évaluation de l’efficacité de ces outils.Le cyberapprentissage facilite l’accès en ligne à des ressources pédagogiques, partout et en tout temps. Il peut être utilisé à divers niveaux, comme dans le cadre de l’enseignement de nouveaux concepts, de la simulation, de l’évaluation et du travail collaboratif. Les outils de cyberapprentissage sont aussi excellents pour susciter la participation des apprenants et favoriser l’apprentissage actif. Dans cet article, les auteurs discuteront des différents outils du cyberapprentissage et des cinq étapes de la conception pédagogique en cyberapprentissage, à savoir la définition, la conception, la création, la distribution et la démonstration, puis ils articuleront les meilleures méthodes d’évaluation de l’efficacité de ces outils
