Principle and prejudice : attitudes toward ethnic minorities in Quebec

L’intégration des nouveaux immigrants pose un défi, et ce, particulièrement dans les nations infra-étatiques. En effet, les citoyens vivant dans ces contextes ont davantage tendance à percevoir les immigrants comme de potentielles menaces politiques et culturelles. Cependant, les différents groupes ethniques et religieux minoritaires ne représentent pas tous le même degré de menace. Cette étude cherche à déterminer si les citoyens francophones québécois perçoivent différemment les différents groupes ethniques et religieux minoritaires, et s’ils entretiennent des attitudes plus négatives envers ces groupes, comparativement aux autres Canadiens. Dans la mesure où ces attitudes négatives existent, l’étude cherche à comprendre si ces dernières sont basées principalement sur des préjugés raciaux ou sur des inquiétudes culturelles. Se fondant sur des données nationales et provinciales, les résultats démontrent que les francophones Québécois sont plus négatifs envers les minorités religieuses que les autres canadiens mais pas envers les minorités raciales, et que ces attitudes négatives sont fondées principalement sur une inquiétude liée la laïcité et à la sécurité culturelle. L’antipathie envers certaines minorités observée au sein de la majorité francophone au Québec semble donc être dirigée envers des groupes spécifiques, et se fondent sur des principes de nature davantage culturelle que raciale.

Maximum Principle for Elliptic and Parabolic Equations

Nel primo capitolo si riporta il principio del massimo per operatori ellittici. Sarà considerato, in un primo momento, l'operatore di Laplace e, successivamente, gli operatori ellittici del secondo ordine, per i quali si dimostrerà anche il principio del massimo di Hopf. Nel secondo capitolo si affronta il principio del massimo per operatori parabolici e lo si utilizza per dimostrare l'unicità delle soluzioni di problemi ai valori al contorno.

A fiber-compatible spectrally encoded imaging system using a 45° tilted fiber grating

We propose and demonstrate, for the first time to our best knowledge, the use of a 45° tilted fiber grating (TFG) as an infiber lateral diffraction element in an efficient and fiber-compatible spectrally encoded imaging (SEI) system. Under proper polarization control, the TFG has significantly enhanced diffraction efficiency (93.5%) due to strong tilted reflection. Our conceptually new fiber-topics-based design eliminates the need for bulky and lossy free-space diffraction gratings, significantly reduces the volume and cost of the imaging system, improves energy efficiency, and increases system stability. As a proof-of-principle experiment, we use the proposed system to perform an one dimensional (1D) line scan imaging of a customer-designed three-slot sample and the results show that the constructed image matches well with the actual sample. The angular dispersion of the 45° TFG is measured to be 0.054°/nm and the lateral resolution of the SEI system is measured to be 28 μm in our experiment.

Principle and prejudice : attitudes toward ethnic minorities in Quebec

L’intégration des nouveaux immigrants pose un défi, et ce, particulièrement dans les nations infra-étatiques. En effet, les citoyens vivant dans ces contextes ont davantage tendance à percevoir les immigrants comme de potentielles menaces politiques et culturelles. Cependant, les différents groupes ethniques et religieux minoritaires ne représentent pas tous le même degré de menace. Cette étude cherche à déterminer si les citoyens francophones québécois perçoivent différemment les différents groupes ethniques et religieux minoritaires, et s’ils entretiennent des attitudes plus négatives envers ces groupes, comparativement aux autres Canadiens. Dans la mesure où ces attitudes négatives existent, l’étude cherche à comprendre si ces dernières sont basées principalement sur des préjugés raciaux ou sur des inquiétudes culturelles. Se fondant sur des données nationales et provinciales, les résultats démontrent que les francophones Québécois sont plus négatifs envers les minorités religieuses que les autres canadiens mais pas envers les minorités raciales, et que ces attitudes négatives sont fondées principalement sur une inquiétude liée la laïcité et à la sécurité culturelle. L’antipathie envers certaines minorités observée au sein de la majorité francophone au Québec semble donc être dirigée envers des groupes spécifiques, et se fondent sur des principes de nature davantage culturelle que raciale.

Aplicação do modelo de Pólya na resolução de problemas de processo : um estudo envolvendo alunos do 2.º ano do 1.º Ciclo do Ensino Básico

Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico.

What public experience may be - on publicity, communication and the expression of lived experiences

The idea of public experience is often invoked in different social and academic contexts. However, it seldom deserved a reflection that specifically sought to deepen its meaning from the point of view of social life. In this article we contribute to the understanding of the uniqueness of the public form of experience. We believe that one of the best ways through which we can observe the public experience is by the objectification, performance and dramatization of the culture, i.e., the “expression of lived experiences”. There is, in publicity, the possibility of simultaneous allocation of individual and collective experiences, and it is in this sense that we can see how culture influences the shaping of experience itself. Public experience is characterized by the weaving and intertwining of singular experiences that are pluralized and plural lived experiences that are singularized, in a process where individual and society interpenetrate. The relationship between experience and publicity arises from this symbolic communion contained in the systems of thought and action of societies. The decisive role of the principle of publicity to experience consists, according with the hypothesis we wish to put forward, in making available and communicating the social world of symbolic (cultural) activity. Public experience is, then, envisaged as the experience of a common world where both singular and plural definitions of the individual (taken as society) converge through lived experiences and, particularly, through their expression, which can take different symbolic forms.

Loop openness: a video reflection on the open work of art

The objective of this article is to reflect on the video art work in its loop production to perceive the possibility of it being received as an open work. In order to contextualize this reflection the text is anchored in the concept of image-crystal from Gilles Deleuze. For the purpose of empirically explore theoretical concepts such as video art, open work and image-crystal it was produced a practical project of video art that intends to reflect on the notion of time in a context of a loop exhibition. Therefore this project aims to motivate the reflection on the loop as a mechanism to contour the ephemeral character of video art and, at the same time, it seeks to emphasize questions about the element of multiplicity and plurality in art. It is a scientific and artistic project in which the practical component supports the dialectic between theory and practice, action and reflection. In this sense, based on the video entitled "The Walk" this article demonstrates how the theoretical concepts were used to support the artistic creation. Finally the conclusions sustain that the work of video art, when presented in loop, is a creative and expository strategy which encourages multiple interpretations that vary according to the narrative, the context in which it takes place and the attitude and the background of the spectator.

Systems 1 and 2 thinking processes and cognitive reflection testing in medical students

Background: Diagnostic decision-making is made through a combination of Systems 1 (intuition or pattern-recognition) and Systems 2 (analytic) thinking. The purpose of this study was to use the Cognitive Reflection Test (CRT) to evaluate and compare the level of Systems 1 and 2 thinking among medical students in pre-clinical and clinical programs. Methods: The CRT is a three-question test designed to measure the ability of respondents to activate metacognitive processes and switch to System 2 (analytic) thinking where System 1 (intuitive) thinking would lead them astray. Each CRT question has a correct analytical (System 2) answer and an incorrect intuitive (System 1) answer. A group of medical students in Years 2 & 3 (pre-clinical) and Years 4 (in clinical practice) of a 5-year medical degree were studied. Results: Ten percent (13/128) of students had the intuitive answers to the three questions (suggesting they generally relied on System 1 thinking) while almost half (44%) answered all three correctly (indicating full analytical, System 2 thinking). Only 3-13% had incorrect answers (i.e. that were neither the analytical nor the intuitive responses). Non-native English speaking students (n = 11) had a lower mean number of correct answers compared to native English speakers (n = 117: 1.0 s 2.12 respectfully: p < 0.01). As students progressed through questions 1 to 3, the percentage of correct System 2 answers increased and the percentage of intuitive answers decreased in both the pre-clinical and clinical students. Conclusions: Up to half of the medical students demonstrated full or partial reliance on System 1 (intuitive) thinking in response to these analytical questions. While their CRT performance has no claims to make as to their future expertise as clinicians, the test may be used in helping students to understand the importance of awareness and regulation of their thinking processes in clinical practice.

Reflection Framework

Suggested framework for reflection

Reflection Framework - feedback

Expanding the framework for reflection

Reflection examples

Expanding the framework for reflection

What public experience may be - on publicity, communication and the expression of lived experiences

The idea of public experience is often invoked in different social and academic contexts. However, it seldom deserved a reflection that specifically sought to deepen its meaning from the point of view of social life. In this article we contribute to the understanding of the uniqueness of the public form of experience. We believe that one of the best ways through which we can observe the public experience is by the objectification, performance and dramatization of the culture, i.e., the “expression of lived experiences”. There is, in publicity, the possibility of simultaneous allocation of individual and collective experiences, and it is in this sense that we can see how culture influences the shaping of experience itself. Public experience is characterized by the weaving and intertwining of singular experiences that are pluralized and plural lived experiences that are singularized, in a process where individual and society interpenetrate. The relationship between experience and publicity arises from this symbolic communion contained in the systems of thought and action of societies. The decisive role of the principle of publicity to experience consists, according with the hypothesis we wish to put forward, in making available and communicating the social world of symbolic (cultural) activity. Public experience is, then, envisaged as the experience of a common world where both singular and plural definitions of the individual (taken as society) converge through lived experiences and, particularly, through their expression, which can take different symbolic forms.

Monomanias - auto-narrativas e auto-ficções: estudo sobre as manias do eu como sintoma civilizacional e seu reflexo nas artes plásticas : Monomanias - auto narratives and auto-fictions: study on the manias of the self as a civilizational symptom and their reflection in contemporay art

A palavra monomania provém do grego monos que se traduz por "um" e mania que significa "mania". O emprego do termo em psiquiatria deve-se a Esquirol e mais tarde a Pierre Janet. Contudo, o uso da palavra não se circunscreve ao campo da psiquiatria, o conceito de monomania é também usado para definir as denominadas "manias do eu". Nos dias de hoje, a subjectividade, a particularidade de cada indivíduo apartou-se da noção de Homem como um todo objectivo. A massificação gerou a sociedade do narcisismo. A World Wide Web permitiu ao sujeito dar a conhecer ao mundo a sua individualidade. O sujeito é livre de se mostrar, de se fazer ouvir, de contar as suas histórias e principalmente a sua própria. À semelhança do nosso quotidiano, podemos encontrar na arte contemporânea propostas artísticas que se prendem com o conceito de monomania, como o exemplo das mitologias individuais, auto-narrativas e auto-ficções de Sophie Calle: "de vivre sa vie pour faire ceuvre et de faire ceuvre pour vivre sa vie." ABSTRACT: Etymologically, "monomania" originates from the Greek words "monos" and "mania". The former refers to the notion of "one" and the latter to "mania". The term's introduction in the field of psychiatry is attributed first to Esquirol and later Pierre Janet. Usage of the word isn’t, however, exclusive to psychiatric jargon: the concept of monomania is also used to define so called "manias of the self’. Today, the subjectivity and specificity of each individual have distanced themselves from the notion of Man as an objective whole. Massification has led to a society of narcissism. The World Wide Web has allowed the subject to make her individuality known to the world at large. The subject is free to exhibit herself, make herself heard, tell her stories, and especially her own. ln a way similar to daily life, we find agendas in contemporary art that approach the concept of monomania, such as the personal mythologies, self-narratives and selffictions of Sophie Calle: "de vivre sa vie pour faire oeuvre et de faire oeuvre pour vivre sa vie."

“The most artistic lesson I ever heard” - a contribution to the reflection on the comment made by William James regarding a lesson by Ernst Mach

On November the 2nd 1882, William James visited Ernst Mach in Prague, and attended one of his lectures. The conversation with Mach and the lecture were marking events for James. Based, namely, on James’s lectures for teachers and on Mach’s lectures for the general public, we propose a reflection on the defining traits that made that event "the most artistic lesson [James] ever heard". We shall remark on the imaginative joy contained in these texts, which appear to embody some of James' key ideas on Education. The experience of knowledge about the world contained in the texts, reveals that "to experiment" means "not coldly to observe a thing happening outside us, but to undergo, to feel within oneself, to live oneself this or that manner of being".

Derechos humanos y construcción de ciudadanía en la escuela. Una propuesta para construir democracia participando en la actividad sociocultural

ResumenEste trabajo pretende ser un instrumento de reflexión sobre el rol histórico de la autoridad en el aula. El supuesto es que los períodos autoritarios han dejado huellas en las cosmologías docentes y por ello el autoritarismo se resiste a partir. Esto último impide enfatizar en actitudes y acciones didácticas de tipo cooperativo; invisibilizando derechos fundamentales, principalmente aquellos referidos en la infancia y adolescencia. Se hace hincapié en la participación democrática de docentes y estudiantes, enfatizando en la exaltación de un tipo de socialización enmarcada en la participación democrática desde la escuela, que pueda aportar hábitos trasladables a otros ámbitos sociales, contribuyendo a formar actitudes deliberativas, necesarias para participar activamente. El marco utilizado es, en el caso de las teorías del aprendizaje y como soporte metodológico, el principio de Zona de Desarrollo Próximo (Vigotsky) y el supuesto de aprendizaje práctico/participativo (Rogoff), además de brindar algunas concepciones sobre filosofía política en educación (Gutman).Respecto al marco normativo, se presta atención al cuerpo jurídico internacional sobre derechos humanos poniendo énfasis en la esfera de la educación, las recientes leyes argentinas de educación (2006) y de protección de la infancia y la adolescencia (2006). Palabras clave: autoridad democrática, diálogo horizontal, ciudadanía activa, talleres pedagógicos. AbstractThis work aims to be an instrument of reflection on the historical role of authority in the classroom. The assumption is that authoritarian periods have left footprints in the cosmologies of teacher, hence authori­tarianisms resists to leave. This prevents the emphasis on didactic cooperative attitudes and actions, thus subduing fundamental rights, mainly those referred to infancy and adolescence. The teachers´ and students´ democratic participation is emphasized, remarking the exaltation of a kind of socialization framed by the democratic participation from the school, which can bring habits transferable to other social areas, facilitating the development of the deliberative attitudes needed to participate actively. The theoretical framework is, in the case of learning theories and as a methodological support, the principle of Near Area Development (Vigotsky) and as the second argument, we use the assumption of learning by doing/participatory (Rogoff). In the first case, a task that is done with help today will be autonomously tomorrow. For the latter, it means participatory activities in order to achieve habits that may relocate to other social environments. In the case of Guttmann, it is looking for framing issues of political theory of education, mainly those related to the new skills a twenty-first century citizenship must acquire. Regarding the regulatory framework, attention is paid to international norms on human rights with empha­sis on education, recent Argentinean education laws (2006) and new laws on childhood and adolescence protection (2006). Keywords: democratic authority, horizontal dialogue, active citizenship, pedagogical workshops.