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This paper examines how the use of and preference for the English language in scholarly communication enacts epistemic oppressions on global, regional, and local stages to delegitimize knowledge and knowers active in other languages and epistemological frameworks. Specifically, this paper argues that internationalized languages of economic and metrics-based value interact and intersect with the over-valuation of English, which has detrimental consequences. Four readings of the interplays between language and value in the scholarly ecosystem are presented. As questions of knowledge production, epistemic oppression, and justice are not confined to one discipline or community, each reading engages with the theory and praxis of scholars from local and Indigenous communities, and scholars and practitioners in a range of other areas. The first reading, Language Has Value, examines the knowledge and value embedded in languages, as well as the implications of monolingualism for global knowledge production and use. Focusing on the publishing industry, Language of Value interrogates the internationalized economic values that shape mainstream approaches to open access and overlook regional situations. Language of Evaluation attends to the symbolic market of research metrics and evaluation criteria that forces researchers to choose between topics that are locally relevant and those deemed important by the mainstream community. These readings are followed, in Language and Value, by lessons learned from established models and tools for knowledge production and dissemination that actively resist intersecting oppressions. The paper closes with a call to the research community to imagine and work for sustainable and equitable approaches to scholarly communication that break open and away from the epistemic enclosures dominating the present system.

Keywords: bibliodiversité, bibliodiversity, communications savantes, knowledge equity, language, édition, équité des savoirs, publishing, langue, scholarly communications

Change is the modus operandi of contemporary organizations. In many organizations, they are constant, rapid and overlapping, creating a saturation of change. In such a context, change management becomes particularly complex. One of the main difficulties is related to the recipients, who may have difficulty coping with the changes. It becomes essential for managers to understand how recipients adapt to change in order to be more successful. Improving the recipients’ capacity to change (RCC) could be a key to change management. However, RCC can refer to different realities, so its dimensions and the levers that can promote it remain unclear. The objective of this study is to clarify the RCC and to identify the levers used to promote it. Thus, a systematic review of the literature on RCC was conducted in the following databases: ABI/INFORM, APA PsycInfo and Business Source Complete. The 69 articles selected were used to generate a conceptual map clarifying three dimensions of change capacity: openness to change (OC), commitment to change (CC) and behavioural support for change (BSC). These would represent a continuum of the recipient’s evolving positive responses to change. Three levers used to promote them (information and communication, support, and participation) were also identified. The preferred levers would evolve along the RCC continuum.

Keywords: Capacité à changer, adaptation au changement, réactions du destinataire, revue systématique de la littérature

Introduction: In response to the COVID-19 pandemic, educators have increasingly shifted delivery of medical education to online/distance learning. Given the rapid and heterogeneous nature of adaptations; it is unclear what interventions have been developed, which strategies and technologies have been leveraged, or, more importantly, the rationales given for designs. Capturing the content and skills that were shifted to online, the type of platforms used for the adaptations, as well as the pedagogies, theories, or conceptual frameworks used to inform the adapted educational deliveries can bolster continued improvement and sustainability of distance/online education while preparing medical education for future large-scale disruptions.Methods: We conducted a scoping review to map the rapid medical educational interventions that have been adapted or transitioned to online between December 2019 and August 2020. We searched MEDLINE, EMBASE, Education Source, CINAHL, and Web of Science for articles pertaining to COVID-19, online (distance) learning, and education for medical students, residents, and staff. We included primary research articles and reports describing adaptations of previous educational content to online learning.Results: From an initial 980 articles, we identified 208 studies for full-text screening and 100 articles for data extraction. The majority of the reported scholarship came from Western Countries and was published in clinical science journals. Cognitive content was the main type of content adapted (over psychomotor, or affective). More than half of the articles used a video-conferencing software as the platform to pivot their educational intervention into virtual. Unfortunately, most of the reported work did not disclose their rationale for choosing a platform. Of those that did, the majority chose technological solutions based on availability within their institutions. Similarly, most of the articles did not report the use of any pedagogy, theory, or framework to inform the educational adaptations.

This article aims to question the epistemological constraints of producing a scientific legal discourse by mobilizing notions from the Law and Literature movement. By raising the issues relating to the normativity of doctrinal discourse, the proposed approach places emphasis, in the first part, on the reflexivity of jurists in relation to their own discourse and considers literary means, such as the reformulation of the contract of reading, in order to produce a doctrinal discourse conscious of its own unthoughts. The second part consists of an exercise in the application of literary methods to notions of rental, in Quebec civil law, thanks to a “pataphysical” conception of legal science, in the wake of the work of the author Alfred Jarry.

Keywords: Science juridique, Juridical science, théorie du droit, theory of law, pataphysique, pataphysics, louage, lease, droit civil, civil law

Background: The COVID-19 pandemic has spotlighted the face mask as an intricate object constructed through the uptake of varied and sometimes competing discourses. We investigated how the concept of face mask was discursively deployed during the first phase of the COVID-19 pandemic. By examining the different discourses surrounding the use of face masks in public domain texts, we comment on important educational opportunities for medical education.Method: We applied critical discourse methodology to look for key phrases related to face masks that can be linked to specific socio-economic and educational practices. We created an archive of 171 English and Mandarin texts spanning the period of February to July 2020 to explore how discourses in Canada related to discourses of mask use in China, where the pandemic was first observed. We analyzed how the uptake of discourses related to masks was rationalized during the first phase of the pandemic and identified practices/processes that were made possible.Results: While the face mask was initially constructed as personal protective equipment, it quickly became a discursive object for rights and freedoms, an icon for personal expression of political views and social identities, and a symbol of stigma that reinforced illness, deviance, anonymity, or fear.Conclusion: Discourses related to face masks have been observed in public and institutional responses to the pandemic in the first wave. Finding from this research reinforce the need for medical schools to incorporate a broader socio-political appreciation of the role of masks in healthcare when training for pandemic responses.

Introduction: Pain management by nurses in the context of a phone help line is a complex task. Continuing education (CE) is a potentially effective strategy to ensure development of this competence. Objective: The main objective of this study was to develop and evaluate a customized pain management CE activity by and for nurses working at a phone help line providing health information. Methods: A three-phase convergent mixed-method design was used: needs and preferred educational strategies assessment, conception of CE activity, evaluation. Based on a participatory approach, the CE activity was developed to meet participants' expectations and needs. It included two components: 1) CE day and 2) individual clinical support. A quasi-experimental study with a single time series was used to evaluate the CE activity regarding participants' knowledge and beliefs about pain management and their perceptions of their pain management activities. Data collection was performed using focus groups and questionnaires. Results: Participants' knowledge about pain management increased after the CE day and remained stable after three months. Also, participants reported an increase in various patient-centered pain management nursing activities. Discussion and conclusion: This study illustrates the importance of involving nurses in designing a CE activity and supports its potential benefits in the context of a phone help line.

Keywords: continuing education, phone help line, pain management, needs assessment, mixed-method design, formation continue, intervention téléphonique, gestion de la douleur, évaluation des besoins, méthodes mixtes

Keywords: cinéma québécois, cinéma de genre, distribution, réception du cinéma, sous-cultures

A new specimen of Batrachichnus salamandroides was recovered from a recently discovered fossil-bearingsite situated along the southern shore of Grand Lake, New Brunswick, among a diverse ichnofaunal assemblagefrom the Middle Pennsylvanian (upper Bolsovian; lower Moscovian), upper Minto Formation. The identity ofthe tracemaker of this ichnogenus is reinterpreted as a composite of various late Paleozoic tetrapod taxa, basedon similarities of the postcranial skeletons, notably that of the manus and pes, of both temnospondyls and some“microsaurs”. These results indicate that the tracemaker of the monospecific ichnogenus Batrachnichus is notlimited solely to a temnospondyl tracemaker, as previously interpreted, and that some “microsaurs” should alsobe considered among tracemaker candidates for this ichnotaxon.

As a result of new geological mapping, the Goldenville and Halifax groups in the eastern Meguma terrane have been divided into formations. They have a total stratigraphic thickness of about 7750 m and correspond to only the upper half of the Goldenville Group and lower half of the Halifax Group in the northwestern and southeastern areas of the terrane. The revised stratigraphy combined with compiled and new whole-rock major and trace element and Sm–Nd isotopic analyses enable more detailed documentation of the chemical changes with stratigraphy that were demonstrated in previous studies. Based on chemical compositions, the protolith compositions of the analysed samples range from lithic arenite to wacke to shale. Major and trace element characteristics are consistent with deposition in an active continental margin, basins associated with island arcs, or most likely at a passive continental margin with volcanic rocks in the source area. Chemical compositions show a scattered but overall increasing abundance of lithophile elements such as La and Th with stratigraphic position. Epsilon Nd(t) values become increasingly negative up-section, and depleted mantle model ages become increasingly older. The data are consistent with increased mixing between sediments  derived from Mesoproterozoic upper crustal sources and sediments derived from a magmatic arc. These data are consistent with published detrital zircon patterns which show increasing amounts of ca. 2 Ga zircon with decreasing age, and with a source area comprising a Pan-African (800–540 Ma) volcanic arc and/or active margin magmatism and mainly Eburnean crust, most likely in the West African craton.

This article offers a periodization of the history of international student policy in Canada since 1970. It draws on archival sources at seven public post-secondary institutions in British Columbia and Ontario, as well as governmental discussion in both provinces and at the Federal level, and scholarly writing about international students within the Canadian Journal of Higher Education to construct this history. Four key periods are identified: the emergence of differential fee policies in the 1970s; an era of institutional recruitment efforts in the 1980s and 1990s; a period of active government recruitment in the 2000s; and an era of bifurcating priorities as governments expanded their recruitment efforts but scholars began to question the international student project in Canada. The article shows changes in international student policy over the past half-century, but also reveals continuities, most notably a sustained emphasis on serving Canada’s perceived national interests.

Keywords: étudiants étrangers, internationalisation, frais différentiels, histoire de l'enseignement supérieur, Revue canadienne d'enseignement supérieur, international students, internationalization, differential fees, history of higher education, Canadian Journal of Higher Education