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Artificial intelligence (AI) is associated with numerous benefits for workers and organizations. However, its novel capabilities are likely to generate fears for the sustainability of their jobs and reluctance to use AI among humans. In this study, the role of trust is studied in the use of AI among workers, as well as the ability of the explainability of the algorithm to promote trust. To achieve this, a randomized experimental design was used. The results reveal that trust promotes the intention to use AI, but that explainability does not contribute to the development of trust. In addition, explainability had an unexpectedly deleterious effect on the intention to use AI.

Keywords: Intelligence artificielle, confiance, explicabilité, travail, intention d'utilisation

This paper explores the origins of the Indian medical nosology involving the three doṣas from the perspective of its formulation into three or four distinct types. The essay compares similarities in passages from three different literary sources: Pāļi texts of early Buddhism, early Sanskrit medical literature, and Greek texts from the Hippocratic Corpus and the Anonymus Londiniensis. The study reveals that the tridoṣa-theory, common to āyurvedic literature from an early time was based on the adoption and then adaption of ideas nourished by an intellectual exchange with the Greek-speaking world.

Keywords: doṣa, doṣa theory, Āyurveda, Indian medicine, Buddhist medicine, Greek medicine, Hippocratic Corpus, Anonymus Londinensis

This article explores assessment practices that reduce or eliminate grading (PRÉN) in the Quebec college context, and their impact on students' mental health and motivation. These practices, in opposition to the use of grading, aim to support learning without the need for grades, which are often perceived as a source of stress and unfairness. PRÉNs encourages qualitative feedback rather than the simple assignment of grades. To describe PRÉNs and explore their impact, a systematic review of the literature is presented in this article. The result is 16 papers looking at practices that fit within the terminology of PRÉN. Some of the papers reviewed concluded that these practices would have a positive impact on students' intrinsic and autonomous motivation. However, the results concerning mental health are more nuanced, with some people experiencing stress linked to the absence of traditional reference marks such as grades. The study concludes that further research is needed to better understand the impact of these practices in the Quebec context, and their potential for the success and perseverance of college students.

Keywords: ungrading, ungrading, pratiques réduisant ou éliminant la notation, reduced-grading, cegep, cégep, litterature review, recension, évaluation des apprentissages, assessment

This paper sheds light on the institutionalisation of northern research in post-war French-speaking Quebec, focusing on the intellectual, disciplinary and political negotiations around the creation of Université Laval’s Centre d’études nordiques (CEN) in 1961. The debates underlying CEN’s institutional vision, as imagined by geographer Louis-Edmond Hamelin (1923–2020), reveal the tensions among politicians and academics whose interests diverged in terms of ends, but converged in terms of means. The research centre, seen as vehicle ensuring a French-Canadian presence in the Quebec’s north, offers insight into the political and scientific premises of Quebec’s Quiet Revolution.

Keywords: Québec, Québec, Études nordiques, Northern Studies, Geography, Géographie, Laval University, Université Laval, Louis-Edmond Hamelin, Louis-Edmond Hamelin

Between 1800 and 1936, there were three generations of science teachers at the Ursuline boarding school in Quebec City. The first instructors (1800–1844), three of whom came from the United States, used a female educational model that included the sciences. The succeeding generation of teachers (1844–1903), all natives of Quebec, deployed a series of experiments and activities aimed at making the elusive sensible. The “maîtresses de la continuité” (1903–1936), for their part, maintained a scientific education distinct from household teaching. At a time when women’s access to knowledge was restricted, these three generations of educators believed in the relevance of offering their pupils science education.

Keywords: Québec, Québec, Femmes, Women, les Ursulines, Ursuline Order, Pédagogie, Pedagogy, Science instruction, Éducation scientifique

Keywords: Ateliers d’écriture, Enseignement primaire, Progression, Encodage, Différenciation