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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

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.

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

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.

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

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

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

Bathymetric surveys of two small lakes in Newfoundland, located in different environments and separated by hundreds of kilometres, were carried out using two different survey methods—ground penetrating radar (GPR) and sound navigation and ranging (sonar). The different structures of these two disparate ponds were found to be related to the differing geology and degrees of anthropogenic influence at the two locations. In addition, the study outlined the strengths and limitations of the two survey methods. Tipping’s Pond, on the outskirts of the town of Corner Brook in western Newfoundland, is a sinkhole in a popular recreation area. It is roughly square with an area of 1.6 km2 and is slightly salty, making it largely impenetrable by radar. Bathymetric surveys with a salinity-impervious fish-finder sonar system revealed Tipping’s Pond to be bowl-shaped and more than 25 m deep in the centre. Grassy Pond, 3 km inland from the Trans-Canada Highway in eastern Newfoundland, is within an undeveloped area accessible by snowmobile in the winter. It has an irregular, elongated shape 1.2 km2 in area and is very fresh. As well as determining the bathymetry, GPR was able to determine the depth of a soft sediment layer overlying till, and to image structures within the soft sediments. The top of the sediment layer is undulating and shallow (<2.9 m deep) whereas the base of the sediments overlies sub-basins about 8 m deep.