Documents found
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3451.More information
Activist groups like No Estamos Todas (NET) leverage social media to share art memorializing feminicide victims. While analyzing NET’s social media posts for patterns in representations of victims, we noticed contributions starting in 2017 from middle schoolers in Illinois. The way these artworks focus on victims’ lives led us to explore a collaboration between NET, these students, and their teacher. Through a feminist pedagogical analysis of the project, we argue that the students engage in recognition-based gender justice. We provide guidelines for implementation and pedagogical approaches, hoping to inspire teachers to recognize students as agents of change.
Keywords: Art Teaching, enseignement des arts, Gender-Based Violence, violence fondée sur le genre, Feminist Pedagogy, pédagogie féministe
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3452.More information
Objective – The goal of this study was to assess how postdoctoral scholars (postdocs) engage with the campus library and identify barriers to access. Postdocs occupy a unique position within the research community, bridging the gap between graduate studies and permanent academic positions. Despite their critical role, there has been little formal research to examine how postdocs interact with library resources and services, likely due in part to their relatively small numbers at academic and research institutions. Methods – Three focus group interviews were conducted at two research intensive institutions in the United States. The qualitative analysis employed an iterative coding process to explore several themes: self-proclaimed needs to succeed during postdoctoral training; perceptions of library offerings, including space, services, and collections; and barriers to success. Results – The thematic analysis revealed that postdocs value library resources and are seeking a range of services including financial services, mentorship, and scholarly writing support. There were only minor differences observed between the two institutions. The study identified lack of communication and time as the main barriers postdocs cited for not using the library. Based on participant feedback, we developed recommendations to enhance the postdoctoral experience with library resources and support their career development. Conclusion – This study contributes valuable insights into optimizing library services for postdocs and highlights opportunities for libraries to better align their offerings with the unique needs and challenges faced by this sector of the academic community. Our approach also serves as a model to assess and improve library offerings to other small communities.
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3453.More information
This article addresses the puzzle of scatological humour among privacy advocates. Drawing on ethnographic work in Britain in 2014 and in Germany between 2019–2023, it advances a consideration of the phenomenon as a form of “boundary play” (Nippert-Eng 2005). Deploying the transgressive exposure of behaviours of a human body, as expressive of transgressions across a social body, scatological references use satire to make statements around contemporary digital surveillance. Splicing this to a noteworthy absence of anthropological scholarship on the concept of privacy, the article positions privacy as an extrinsic concept, alive at the boundary, that struggles to travel across cultural contexts. While continuing to support the local extrinsic work that privacy performs, it suggests the need to construct stronger architectures of value around other phenomena synonymous with not being readable.
Keywords: anthropology, ethnography, privacy, opacity, activism, satire, humour, scatology
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Background: Websites that facilitate communication between patients regarding their experiences with individual physicians are now relatively commonplace. Given patient-generated ratings are publicly available, physicians could use these to access rarely available patient feedback. We explored the content of reviews associated with low physician ratings and consider the potential benefits and consequences of relying on this form of freely available data to support individual life-long learning. Methods: We conducted an exploratory qualitative descriptive study. We collected narrative comments associated with low numerical ratings on one physician-rating website (RateMDs) drawn from one specialty in Canada. Written reviews associated with low numerical ratings (≤2/5) for Canadian otolaryngologists were collected yielding a total of 878 comment sets that were analyzed deductively and iteratively. Results: We found that patient comments described poor performance in areas that aligned, for the most part, with the CanMEDS roles including Professional, Communicator, and Leader; specifically referring to management of the clinical environment, administrative staff, and trainees. Conclusion: While not intended for physician feedback, physicians could access patient-to-patient ratings and associated written reviews as a means to identify areas of practice improvement. However, this represents an unintended use of these websites. While speculative, access to patient-to-patient rating websites could negatively impact physician confidence or self-worth – representing a negative consequence of their use. The utilization of these data for potential self-improvement represents an unintended use of patient-to-patient ratings and so may be accompanied by unintended consequences for physicians who use these data as potential feedback, and patients who contribute to physician rating sites.
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3455.More information
The rapid growth of online education has brought to the forefront the critical need for designing high-quality online courses that effectively engage learners and facilitate their success in the digital realm. This study explored the key components and practical guidelines for designing high-quality online courses. Qualitative research was conducted through a comprehensive literature review to determine a set of quality guidelines and analysis of existing online courses to assess the application of these guidelines. The study underscored the significance of robust and comprehensive course components in fostering student engagement and learning. It placed particular emphasis on the careful selection and organization of course materials, interactive elements, assessments, and multimedia resources, all of which play a vital role in creating a rich and immersive learning experience. Moreover, in light of the growing number of instructors transitioning to online teaching, the study has provided practical tips and guidelines for instructors. These insights may serve as valuable resources for educators seeking to enhance their instructional design skills and create engaging online learning environments that promote active participation and knowledge retention.
Keywords: guideline, key components of online courses, quality online courses, instructional design
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3456.More information
This study analyzes the image of Artificial Intelligence (AI) in Bertrand Bonello's film La Bête (2023), using an approach that combines cinematographic analysis and genetic criticism. It focuses on the genesis and exogenesis of the film, based on the pre-production document “Découpage LA BÊTE,” which was kindly shared by the director. A loose adaptation of Henry James' short novel The Beast in the Jungle (1903), La Bête explores one of its major themes: the emotional dimension that distinguishes humans from machines. Invisible yet omnipresent, AI questions the relationship between the creator and his work, as well as the role of “artificial persons” in contemporary society. Through complex, non-linear narration, unsettling visual effects, and a mix of cinematic genres, Bonello presents a science fiction work that depicts a near future where AI dominates the world. The figure of AI, which elicits both fascination and repulsion, raises questions about the impact of new technologies on everyday life and challenges the boundaries of human identity.
Keywords: Bertrand Bonello, Bertand Bonello, artifical intelligence, adaptation cinématographique, Henry James, film adaptation, Henry James, science-fiction, intelligence artificielle, science fiction
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3457.More information
In this article, we will examine the representation of Artificial Intelligence in three science fiction stories for teenagers and young adults: No Man’s Land (2013) by Loïc Le Pallec, Le Suivant sur la Liste (2014-2015) by Manon Fargetton, and Scarlett et Novak (2014; 2021) by Alain Damasio. Each of these works reimagines the myth of AI's omnipotence in its own way. It manifests through anthropomorphic figures that act and interact with humans, while its algorithmic nature contrasts with its various forms of personification, inviting the reader to adopt a distanced perspective. In the first novel, powerful AI is embodied in intelligent, autonomous, and perfectible robots endowed with sensitivity and consciousness. However, they remain tools in service of humanity, reminding us of the wonders of life. In Damasio's short story, an AI-powered app is used for self-enhancement, but the system is flawed, creating addiction and security issues. Thus, the story revolves around breaking from these simulacra to reconnect with reality. In the last story, the discourse on AI is more ambivalent: a chatbot, initially designed to ensure the post-mortem continuity of a character, becomes part of the daily lives of the main protagonists and eventually acquires a form of ubiquity. The shortcomings of AI are not ignored, yet, in a transhumanist orientation, AI is presented as one of the advances and achievements of the contemporary world. These three speculations about a possible future world open up the debate on AI and encourage critical reflection on the present.
Keywords: littérature jeunesse, youth literature, science-fiction, science fiction, artifical intelligence, intelligence artificielle, sensitivity, sensibilité, human-machine dialogiue, dialogue homme-machine
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3458.More information
Keywords: apprentissage actif, classe d’apprentissage actif, diversification des stratégies pédagogiques, pédagogie universitaire, stratégies pédagogiques
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3459.More information
Background: Nurses have long used different types of technologies in clinical practice and nursing education. Technology is rapidly evolving, and nurses must keep pace. Purpose: This study aimed to explore nursing students’ perspectives on their preparedness for digital health. Methods: A mixed-methods design was used. Senior-level undergraduate nursing students from two schools of nursing in Eastern and Western Canada participated in focus group interviews and completed a 45-item cross-sectional researcher-developed survey consisting of four parts. We applied in the survey a five-point rating ranging from very low to very high or strongly agree to strongly disagree. Curricular documents were also reviewed to identify how digital health concepts are being incorporated and used to aid in the interpretation of the findings. We analyzed qualitative data using thematic analysis and quantitative data using descriptive statistical analysis. Results: A total of 18 participants took part in focus groups, and 74 completed surveys were included in the analysis. Themes included experiences influencing students’ learning about digital health and suggestions for improving learning about digital health. Survey results were as follows: Self-rated knowledge about digital health and confidence (five items: mean = 17.50/25; SD = 3.30); perceived digital health preparedness and current nursing education opportunities (12 items: mean = 43.65/60; SD = 6.90); perceived benefits and concerns and relevance of digital health to nursing and future practice (22 items: mean = 82.92/110; SD = 6.18); digital health education needs (six items: mean = 23.31/30; SD = 4.59). Findings from both sources corroborate gaps identified in curricular materials. Conclusion: Nursing students have strong digital capabilities and access to some educational opportunities in their schools and in the clinical setting. However, there is a need for more systematic education and improved learning experiences about digital health (existing and emerging technologies such as artificial intelligence) so that the next generation of nurses is better prepared for this era of digital revolution.
Keywords: nursing students, learning needs, digital health, AI, mixed-methods
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3460.More information
Academic writing is considered an essential skill in post-secondary education in general and in nursing specifically (Mitchell et al., 2020). The importance of writing for future nurses is reflected in the Canadian Association of Schools of Nursing (CASN) National Nursing Education Framework’s standards. This national consensus-based framework outlines the expectations of undergraduate nursing programs and graduates according to the six domains of knowledge, research skills and critical inquiry, nursing practice, communication and collaboration, professionalism, and leadership (CASN, 2022). Academic writing is embedded in each of these domains, as it provides students with a venue to share factual knowledge, demonstrate critical thinking, and make important connections between theory and practice (Naber & Wyatt, 2014). A scoping review of research on the pedagogical approaches and teaching strategies used to teach academic writing in nursing education yielded 12 studies. Findings show a range of approaches with varying degrees of success. Further research is needed on how best to guide and assess students’ writing.
Keywords: academic writing, nursing education, pedagogical strategies, teaching strategies