Suchergebnisse

RésuméCe texte promeut l'approche de «l'imagination» tel que définie par Geertz dans le cadre du processus judiciaire, dans le but d'encourager la compréhension et le jugement réfléchi de cas marqués par la différence interculturelle. Cette approche réfléchie – c'est-à-dire, celle qui encourage une conscience du rôle de la culture dominante et de la loi elle-même dans les cas devant la cour – revêt une grande importance dans les cas qui impliquent des personnes d'origine autochtone. L'analyse se fait en trois étapes. Dans un premier temps, un survol de l'historique des relations entre l'État canadien et les peuples autochtones souligne l'aspect culturel de la toxicomanie dans les cas de femmes autochtones. La deuxième étape consiste en une synthèse des statistiques disponibles pour nous donner une meilleure compréhension de l'image de la femme autochtone toxicomane qui prévaut dans le discours social et juridique. Enfin, une analyse du jugement Winnipeg Child and Family Services c. D.F.G. confirme que les idées préconçues jouent un rôle important dans l'appareil judiciaire et démontre les contraintes sur le processus décisionnel créées par le discours libéral de droits individuels. Par conséquent, la disparition de l'identité culturelle, les lacunes dans les arrêts, ainsi que l'incapacité de gérer convenablement les conséquences de ces lacunes, démontrent comment l'absence «d'imagination» peut mettre en péril le fondement même des jugements pour ceux qui sont définis par leur différence devant la société et la loi.

Inequality and existing social injustice, environmental degradation, loss of ethical and moral values and the irresponsible use of scientific and technological knowledge, require us to rethink the kind of education that are offered in universities, since they are these institutions to whom society has given them the mission to train individuals responsible for transforming the world we live in more humane and sustainable one. This commitment, of the twenty-first century, it is necessary to assume from a social viewpoint not only to fulfill the undertaken of UNESCO declared the decade of 2005-2014 as the decade for education for sustainable development, but, on the urgent need to form citizens capable of responding critically and ethical commitment to economic, social, cultural, political and environmental changes caused by globalization and the knowledge society. Is required by the universities, a new commitment from his missionary functions especially the challenge of transforming their educational practices focused on rote knowledge transmission and decontextualized way to reality, educational practices that make it a university socially responsible. In this sense, and based on the review of the literature and empirical evidence, it is intended to address a theoretical approach to the concept of university social responsibility, in order to contribute to the systematization of it and identifying strategies and policies allow the humanization of education and professional forger of the country and the world needs to achieve peace, social justice, welfare, equity and sustainable human development within a framework where democratic values and rights are respected, civil, environmental and cultural. ; La desigualdad e injusticia social existente, el deterioro del medio ambiente, la pérdida de valores éticos y morales y el uso irresponsable del conocimiento científico y tecnológico, nos obligan a repensar sobre el tipo de educación que estamos ofreciendo en las universidades, puesto que son estas las instituciones a quienes la sociedad les ha encomendado la misión de formar a los individuos responsables de transformar el mundo que habitamos por uno más humano y sostenible. Este compromiso, de cara al siglo XXI, es necesario asumirlo desde una mirada social no solo para cumplir con el acometido de la UNESCO que declaró el decenio del 2005-2014 como la década para la educación del desarrollo sostenible, sino, por la necesidad inaplazable de formar ciudadanos y ciudadanas capaces de responder con sentido crítico y compromiso ético a los cambios económicos, sociales, culturales, políticos y ambientales originadas por la globalización y la sociedad del conocimiento. Se requiere, por parte de las universidades, un nuevo compromiso desde sus funciones misionales en especial el reto de transformar sus prácticas educativas centradas en la transmisión del conocimiento de manera memorística y descontextualizada de la realidad, por prácticas educativas que hagan de ella una universidad socialmente responsable. En este sentido, y con base a la revisión de la literatura y la evidencia empírica existente, se pretende abordar una aproximación teórica al concepto de responsabilidad social universitaria, con el propósito de contribuir a la sistematización del mismo y a la identificación de estrategias y políticas que permitan la humanización de la educación como forjadora de los profesionales que el país y el mundo necesita para alcanzar la paz, la justicia social, el bienestar, la equidad y el desarrollo humano sostenible dentro de un marco donde se respeten los valores y derechos democráticos, civiles, ambientales y culturales.

Place-based initiatives, such as the federal Promise Neighborhoods grant, attempt to coordinate interventions, supports, and services with a myriad of organizations to targeted communities. Although Institutions of Higher Education (IHEs), inclusive of academic medical institutions, are among the most overall researched anchor institution, Non-Institutions of Higher Education (NIHEs) have led more Promise Neighborhood grants since the inception of the program in 2010. Therefore, this study compared the revitalization efforts proposed by IHEs ( n = 5) and NIHE ( n = 5) in their applications for Promise Neighborhoods grants awarded between 2016 and 2018. Although similarities existed within and across the applications from NIHEs and IHEs, namely focused on improving academics and health/wellness, the specific interventions, supports, and services proposed by each lead institution largely reflected the individual needs of the targeted communities. The findings from this study illustrate how IHEs and NIHEs are similarly positioned to effectuate change within their communities. Implementing place-based initiatives requires anchor institutions to allocate considerable time and resources in order to adapt to the current needs of the community in real time. Therefore, future lead agents of Promise Neighborhoods should seek to promote an environment that fosters on-going collaboration and mutual trust across and within multiple stakeholders, while also exploring sustainability efforts to extend gains made beyond the duration of the grant.

Packaged in handsome, affordable trade editions, Clydesdale Classics is a new series of essential literary works. It features literary phenomena with influence and themes so great that, after their publication, they changed literature forever. From the musings of literary geniuses like Mark Twain in The Adventures of Huckleberry Finn to the striking personal narrative of Harriet Jacobs in Incidents in the Life of a Slave Girl, this new series is a comprehensive collection of our history through the words of the exceptional few. The original story for the 2013 Academy Award-winning film Twelve Years a Slave is the autobiographical account of Solomon Northup--an African American man born free in New York State who is tricked, kidnapped, taken to Washington, DC, and sold into slavery. After being drugged, bound, and denied his rights as a free man, Northup is sold and transported to slave owners in New Orleans. Here he experiences the true horrors of the slave trade--intense cruelty, beatings, sickness, negligence, barbarism, starvation. Throughout the book's melancholic prose, Northup recounts these horrific experiences in excruciating and agonizing detail. In one of the book's passages, he states: "My sufferings I can compare to nothing else than the burning agonies of hell!" For the next twelve years, Northup kept his identity hidden only to himself and remained imprisoned in this state of bondage. Originally published eight years before the Civil War and written in the same vein as the Narrative of the Life of Frederick Douglass, this groundbreaking work gave Americans from the north razor-sharp, firsthand insight into the tragedies that were occurring in the South. Still today, Northup's story is widely studied and reprinted, giving its readers a glimpse into a painful part of our country's past.

This study investigated the prevalence and antecedents of the so-called phantom phone sensations (PPS) phenomenon – the false perception that one's cell phone is ringing, vibrating, or blinking. While previous studies have already addressed the impact of personality traits and cell phone usage patterns on the likelihood of experiencing phantom phone sensations, we were interested in additionally addressing the impact of situational context factors. An online questionnaire assessed especially cell phone usage patterns (e.g., frequency of cell phone usage), personality traits (e.g., Big Five, need for popularity), and contextual factors (e.g., awaiting a call, being in a noisy environment). Analyses ( N = 249; 137 female) revealed that the majority of participants (83.5%) have experienced phantom phone sensations. Multivariate analysis methods indicated that, in particular, contextual factors regarding the social situation (awaiting a call) along with cell phone usage patterns are predictive for the experience of phantom phone sensations. Moreover, age was also found to have a high predictive value.