Documents found
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3111.More information
This essay investigates an important stock scene of female peril and suffering from Victorian melodrama that I am calling the penitent woman tableau. I argue that this highly iconographic staged moment, where a sexually fallen daughter, fiancée, or wife sinks to her knees in remorse at the sight of the father, lover, or husband she has betrayed, derives its emotional energy and cultural force less from its representation of feminine terror and more from its equivocal portrayal of masculine authority. The penitent woman tableau spotlights a tense moment where violence against a woman could occur but doesn't; it is a performance of masculine power where the man's physical force is implicitly available but never literalized. Both visual artists and writers of the Victorian period were drawn to this scene, which I believe fascinated audiences because it spotlights the difficulty of representing masculine mastery in a society increasingly skeptical of physical force as a desirable means of domestic discipline. By examining the penitent woman tableau across several Victorian media and literary genres, including painting, poetry by Alfred Tennyson, and fiction by Charles Dickens, William Makepeace Thackeray, and Joseph Conrad, I not only attempt to enrich our understanding of the unstable nature of masculine authority within the middle-class mid-Victorian family but also to illuminate the ways in which melodramatic conventions were crucial to the exploration of this urgent social question. Melodrama, often thought of as both feminine and conservative, offers a surprisingly complex depiction of masculinity within the penitent woman tableau.
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3112.More information
Our digital society contributes to social participation of many citizens. However, people with intellectual disability (ID) or autism spectrum disorder (ASD) must interact with a common digital environment unsuited to their needs. This fact refers to the digital exclusion. Unfortunately, in the field of ID and ASD few models are available to guide practitioners and researchers in the implementation of these technologies. Our team has developed a model presenting and integrating the challenges associated with their use. The pyramid of digital accessibility clearly identifies the dimensions that promote digital inclusion of these populations.
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3113.More information
Fundraising through a crowdfunding campaign generates new mechanisms for collection strategies. In this contribution, the notions of social capital and territorial capital are more particularly studied. The purpose of this research is to identify the main mechanisms that can explain the willingness of individuals, outside the family circle and the friendly circle, to finance entrepreneurial projects. With this in mind, the study of the L'Effet Bocal grocery store – an unpackaged grocery store located in the French city of Poitiers – serves as a base for our discussion. In support of this case study, we show that, when it comes to crowdfunding with an entrepreneurial purpose, the notion of territory seems to persist. And this, despite the removal of technical and geographical barriers that induces the broader dynamics of crowdsourcing.
Keywords: Crowdfunding (financement participatif), Crowdsourcing, Capital social, Capital territorial, Entrepreneuriat, Crowdfunding, Crowdsourcing, Social capital, Territorial capital, Entrepreneurship, Crowdfunding, Crowdsourcing, Capital social, Capital territorial, Emprendimiento
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3114.More information
According to the Journal de Montréal (June 23, 2018), “French is absent or almost absent in Ottawa.” It is to gain a better appreciation of the situation that I conducted my own investigation on the incidence of French in outdoor public signage in different parts of the city. My observations confirm that, indeed, French is rather timid in the linguistic landscape of the capital and that except for the public sector, English prevails. One might assume that Francophones suffer from this. Inspired by the geography of well-being, I rather support the argument that, without expectations for the landscape in which they evolve on a daily basis, Ottawa's Francophones do not necessarily feel excluded from the city simply because their presence is not signified in the landscape. Their belonging and identity would not necessarily be threatened, as well as the feeling of being in “their place” in the city, to speak in geographical terms.
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3115.More information
In the fall of 2020, a series of videos created for the exploratory shared experience called Massive Micro Sensemaking were presented at the Virtual International Arts (VIA) Festival for Social Change in New York. In this article, Luka considers these works as caring, reflective and expressive practices of resilience during a global crisis, while questioning who benefits from promoting ideas about social resilience in such circumstances.
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3116.More information
In November 2007, l’École nationale supérieure des sciences de l’information et des bibliothèques—France’s national school for information and librarianship—launched an ambitious project, following William Kemp’s proposal: establishing, in electronic form, an exhaustive, retrospective bibliography of books printed at Lyons during the sixteenth century. The implementation of this project was the object of numerous reflections, mostly upon the way the history of the book and the history of philology complement each other. Professional and disciplinary specificities concerned the identification of the types of users of such a base, the needs of these users, the norms regularly used, and the different levels of description considered to be necessary. This article recounts these conceptual progressions as they helped define bibliography in the twenty-first century. With precise comparisons to existing databases, and with concise and detailed definitions of methodology and issues, the author exposes the necessary decisions required of any bibliographic undertaking. Public, descriptions, corpus, standardization, and use are approached with reference to both conception and concept.
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3117.More information
Time seems to be moving at lightning speed with busyness unsustainably being “celebrated” and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.
Keywords: Vidéoconférence, videoconferencing, bien-être numérique, digital wellness, time, temps, directives, guidelines, conception pédagogique, instructional design
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3118.More information
This literature review examines the use of text-to-speech (TTS) software as an accommodation for students with learning disabilities and its impact on improving reading comprehension. As the development and availability of TTS tools and assistive technologies have increased over the past decade, it is significant to explore how they are used to accommodate students at all levels of education to promote a universal design of learning. Based on a review of the current literature and utilizing self-regulated learning theory as a framework, four significant themes have emerged: (a) TTS being seen as a compensatory tool; (b) improving reading abilities and comprehension; (c) increasing student motivation and self-efficacy; and (d) the need for training for students, educators, and parents. Findings of this literature review revealed that overall, TTS software is commonly used as a compensatory tool (mainly at the postsecondary level), has assisted in students improving reading speed, fluency, and content retention, resulted in increased student self-efficacy in reading abilities and independent learning, and that there is a significant need to allocate training and technological resources to support students. As there are various directions for future research, exploring this area can contribute to schools promoting inclusive and accommodating learning environments.
Keywords: Synthèse vocale, text-to-speech, assistive technologies, Technologies d’assistance, Troubles d’apprentissage, learning disabilities, reading comprehension, Compréhension de lecture, universal design for learning, Conception universelle de l’apprentissage
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3119.More information
This article is a reflection on an attempt to create a space of flux through the concepts of positionality, vā and talanoa within the design academy. This was presented as an academic course, originally intended to address a gap in established learning, and to make space for intergenerational knowledge systems that were originally being shared outside of the studio (shared at the knee, through office hours, and in passing conversations). This sharing led to key questions regarding how we (re)craft our ways through our practices and what cultural conditions are needed to enable safe design and cultural production. Five students enrolled in the course and are featured as co-authors in this article. They whakapapa as Tangata whenua (Māori, people of the land) or Tagata o le Moana (specifically Sāmoan). They are enrolled in a range of design disciplines such as spatial design, fashion design, and concept design. Classes were held once a week over a 12- week semester period. These in-person classes involved reflecting and re-presenting our positional contexts, a sharing and setting of kai, hikoi to gallery exhibitions featuring Māori and Pacific art practitioners at an institutional level and a community level, alongside the sharing of scholarship developed on the concepts of vā and talanoa, while coming back to ourselves and our familial, generational social settings.
Keywords: pacific, moana, design, positionality, talanoa, vā
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3120.More information
The COVID-19 pandemic necessitated a shift to online teaching and learning, prompting concerns about maintaining teacher and student presence in virtual classrooms. Holistic education, emphasizing love, care, and interconnectedness, faces challenges in the digital realm. Holistic educators explore online behaviours, environments, and tools fostering deep presence. Four post-secondary educators were interviewed, revealing a focus on managing emotions for a positive online atmosphere. They utilize positive mental states and contemplative rituals to compensate for the lack of physical presence. Instead of redefining presence, educators use online tools to uphold traditional notions, such as requiring visible cameras. Further research is needed to understand how holistic educators’ exposure to online technologies may impact contemplative ideas of presence.
Keywords: éducation holistique, holistic education, présence, presence, enseignement et apprentissage en ligne, online teaching and learning, technologie éducative, educational technology