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The objective of this article is to offer critical reflective analysis of the notion of violence from the point of view of ethology and evolutionary psychology. The authors define violence as a value judgment of aggression in which aggression, operationally defined by any oriented (physical, gestural, verbal, etc.), non-playful behavior that may potentially cause harm to the physical or psychological integrity of another person, is deemed to be an abuse of power. Thus, they adopt a position contrary to that of researchers who consider parental neglect, play-fighting and war games among children to be violent. They also respond to the tendency to consider parental corporal punishment as necessarily violent. They then examine the adaptive biological functions of different types of aggression as well as several of the natural regulating mechanisms governing them. They consider the question of violence from two angles: is violence typical of the entire human species, and are men more violent than women? The authors then propose a model for family power relationships (marital, parent-child, child-child) which may provide a better understanding of family conflict and its possible influence on the development not only of child aggression towards peers but also of children's competitive skills for gaining access to environmental resources. Finally, they conclude that morality is arbitrary and it is therefore important not to attempt to use science to justify it.

Keywords: agression, compétition, éthologie, punition physique, psychologie évolutionniste, rapport de pouvoir, relation d'activation, violence conjugale, activation relationship, aggression, competition, ethology, evolutionary psychology, physical punishment, power relationship, conjugal violence

Article 3136 C.c.Q. is a departure from the general rules of jurisdiction applicable to a Quebec authority. Based on the principle of necessity and in the absence of an appropriate forum, it authorizes an authority to exercise jurisdiction in relation to a matter not subject to its direct jurisdiction when it is impossible or unreasonable for the parties to access a foreign authority and when the litigation has a sufficient connection with Quebec. Article 3136 thus confers a discretionary jurisdiction on a Quebec authority. This discretion is limited by the definitional elements expressed in article 3136 and has been further narrowed by an inappropriate interpretation by the Court of Appeal in Lamborghini. The critical factor is that necessity jurisdiction implies that the litigation is subject to an effective remedy in the Quebec forum. Availability of an effective remedy renders reasonable the exercise of necessity jurisdiction and the requirement that foreign litigation be instituted, unreasonable. However, the factor of remedy is ignored, or without expression, in both doctrine and jurisprudence. Supported by a comparative approach between the civil law and the common law, the first part presents a general analysis of this exceptional rule with particular attention to the Swiss law which inspired the drafters of article 3136. In the second part, article 3136 is considered in context with the general provisions of the Code and the legislative history of the provision is clarified. The third part analyzes the definitional elements of the article and the last part examines its application as reflected in the relevant jurisprudence.

In the early days soon after the release of the landmark policy paper Indian Control of Indian Education (1972), postsecondary studies among Indigenous people in Quebec were still new and relatively unknown. Against a backdrop of Indigenous communities starting to take ownership of their own services, the demand for postsecondary Indigenous graduates began to increase significantly, resulting in the development of tailored programs and services: the Amerindianization program led by UQAC in 1971 and the founding of Manitou College in 1973, for example, stand out as two major milestones. The distinctive linguistic reality of Quebec moreover soon became apparent, adding to the initial bilingual dimension (moving from an  Indigenous language to an non-Indigenous one) the duality of a francophone and anglophone education system rooted in colonial history. Drawing on a review of literature on postsecondary Indigenous education in Quebec from 1972 to 2021, our analysis in the present article is framed around the changes that took place over these past five decades in programs and services provided by postsecondary institutions. Also discussed are issues involving Indigenous student paths marked by identity, systemic racism and discrimination. We note that in spite of sustained efforts by an increasing number of institutions, Indigenouspeople still face enduring barriers. We conclude with some thoughts on the university and the CEGEP as postsecondary institutions, their development model and their role in decolonizing and democratizing education.

Keywords: autochtone, enseignement supérieur, services aux étudiants, programmes d'études, Québec, Indigenous, higher education, student services, study programs, Quebec

Background: Educating future physicians about sexual and gender minority (SGM) patients and their health care needs is an important way to mitigate discrimination and health disparities faced by this community. Canada, across its 17 medical schools, lacks a national standard for teaching this essential topic. This paper aims to review the best practices for teaching an SGM curriculum in undergraduate medical education and synthesize this information into actionable propositions for curriculum development.Methods: A scoping literature review was conducted to identify best practices for SGM teaching. The review elicited peer-reviewed and grey literature on best practices for SGM teaching, policy documents, and opinion pieces from medical education authorities and SGM advocacy groups. Through an iterative process with all authors, the Canadian Queer Medical Students Association (CQMSA), and the Association of Faculties of Medicine of Canada (AFMC), a set of propositions was developed.Results: The search yielded 1347 papers, of which 89 were kept for data extraction. The main outcomes of these papers were sorted along five repeating themes, which formed the basis for six propositions; two more propositions were then added after discussion with all authors.Conclusion: We present eight propositions for the development of a national standard for SGM education at the undergraduate medical level. These include standardizing learning objectives across all schools, using established curricular models to guide curriculum development, interweaving concepts across all levels of training, diversifying teaching modalities, providing faculty training, ensuring a safe space for SGM students and faculty, using OSCEs as a teaching tool, and involving the local SGM community in curriculum development and delivery.

Interprofessional education (IPE) has been a key area of research and teaching practice for the past twenty years in both university and practice settings in the health sciences and social psychology. IPE training opportunities arise when students from multiple health professions interactively learn together about interprofessional collaboration and how to improve care outcomes for the community at large. It has been proven that the design of care is of higher quality when healthcare professionals understand each other's respective roles, facilitating their communication and teamwork. However, this type of pedagogical approach to interdisciplinary training is fraught with problems, such as communication barriers, synchronization of schedules and logistics, as well as the compartmentalization of professions, which can lead to prejudice despite the educational efforts made. What's more, these courses are attended by large cohorts of initial university trainees, and their pedagogical design may lack authentic anchors, thus diminishing the ability of individuals to mobilize interprofessional collaboration in care partnerships. This article proposes a theoretical model based on an enhanced capability approach, including the use of pedagogical design for student success, to design this type of training by overcoming.

Keywords: agentivité, agentivity, capabilities, capabilités, interprofessional collaboration, collaboration interprofessionnelle, design pédagogique, educational design, éducation supérieure, higher education, health sciences pedagogy, pédagogie en sciences de la santé, partenariat patient, patient partnership, interprofessional education, éducation interprofessionnelle, student success, réussite étudiante