Giving guilt: the aneconomy of law and justice

The concept of guilt is seen here as debt beyond repayment. Following Derrida, the gesture of giving is placed in the economy of gift, an aneconomical gift that is not part of the exchange cycle. At the same time, guilt is linked to desire, the desire to give and to be free from guilt. Desire is described as the urge to cross over, to apprehend the non-identical and to give oneself away. In this reinforced crossing, where the improbability of giving conditions the improbability of reaching out, guilt and its impetus are found locked up in claustrophobic self-reference. For this reason, the author consults Kierkegaard and Luhmann whose contributions show that the gesture of giving acquires its relevance not so much on account of its recipient, but precisely because of the absence of such a recipient. The combination of an absent recipient and an absented giver fills the gift with an emptiness that can only be channelled back upon itself, in the autopoietics of guilt. This is exactly the fate of the law, which can deal with the guilty but never with guilt (in the above sense). In its attempt to give away guilt, the law attempts to become other than itself: justice. The improbability of crossing over becomes more obvious than ever.

Santé et besoins en soins des personnes âgées: différences liées au genre [Health status and care giving needs in the elderly: gender related differences].

The health status and need for care differ depending on the gender. The most notable differences are life expectancy, life expectancy in good health and the prevalence of geriatric syndromes or chronic illnesses. Some social health determinants (social isolation or financial precariousness) seem to act as risk factors for vulnerability, mostly amongst old or very old women. Through some examples of differences between men and women in terms of health and caregiving needs, this article tries to heighten the awareness of health professionals to a gender based approach of the elderly patient in order to promote the best possible equity in healthcare.

Giving voice to lifelong learning in professional nursing practice

The purpose of this phenomenological study was to uncover the meaning of lifelong learning to nurses in an Academic Health Care setting. Six female pediatric nurses were interviewed and audiotaped in response to 2 main questions of interpretation and engagement in lifelong learning with respect to their nursing practice. Four additional probing questions elicited responses of further qualities and characteristics of the meaning of lifelong learning. The emergent themes uncovered the characteristics and nature of the journey of lifelong learning. The themes evolved into parallel characteristics developing into the concepts of personal empowerment and occupational authorship. The personal empowerment concept involved processes whereby the participants overcame or removed barriers to engage in personal lifelong learning. Participants utilized personal power and internal motivators to sustain their engagement in lifelong learning. The occupational authorship concept involved participants controlling their exploration into lifelong learning through collaboration and recognition of occupational demands to be met as a professional. The remaining themes revealed a seasoning journey. This journey entailed a process of mastery through the themes of engagement discord, discovery pilgrimage, transforming, and maturation. The engagement in this journey resulted in their lifelong learning to becoming more intuitive and a part oftheir being. The overall theme uncovered from the journeys was one of a vocation described as a call to thinking critically of nursing practice. The participants responded to lifelong learning as a call to be a good nurse by using critical thinking through reflection, transformative and constructionist learning processes. This study gave voice to the meaning of lifelong learning in their nursing practice as interpreted by -ao the nurse participants.

A New guide to Niagara Falls and vicinity : giving a full and complete description of Niagara Falls, suspension bridge, Buffalo, Rochester, Ontario beach, Toronto, Lockport, Tonawanda, Lewiston, Niagara-on-the-Lake, Chautauqua, and other places of interest. --

Cover title: Illustrated guide to Niagara Falls and vicinity.

Two rows : assimilative transformations impacting Six Nations' educational and communal circles

This study examines the current educational and community realities faced by a large First Nations community in Canada. First, the research explores the voices of youth and parents to determine the current issues and trends of an Aboriginal community. Second, the work discusses the transformation of Six Nations youth and parents and its impacts on student educational and community life. Third, I relate my personal experiences as a First Nation student, parent, and community agency representative.

New Simulated Corrugated Scaltering Surface Giving Widebandcharacter I Sti Cs

Simultaneous elimination of specular reflection and backscattered power from a plane metallic surface by simulated corrugated surfaces of constant period and variable strip width for TM polarisation is reported. This new configuration offers almost a ten-fold frequency bandwidth compared with a regularly spaced strip grating of the same size.

Matching Interest Points Using Projective Invariant Concentric Circles

We present a new method to perform reliable matching between different images. This method exploits a projective invariant property between concentric circles and the corresponding projected ellipses to find complete region correspondences centered on interest points. The method matches interest points allowing for a full perspective transformation and exploiting all the available luminance information in the regions. Experiments have been conducted on many different data sets to compare our approach to SIFT local descriptors. The results show the new method offers increased robustness to partial visibility, object rotation in depth, and viewpoint angle change.

Getting your point across: an academic guide to giving presentations

This guide gives advice on how to plan, deliver and reflect upon an academic presentation.

Empower 1 : giving you key English skills.

Diseñado para ayudar al alumno, que tiene un nivel de conocimientos más bajo que las expectativas del programa nacional de inglés, a avanzar en una serie de habilidades. Cada una de las cinco secciones en que se estructura el volumen se ocupa de un área determinada como por ejemplo los medios de comunicación y las TIC, poesía, y literatura de ficción y no ficción, entre otras. Le acompaña un CD-ROM diseñado para proporcionar una gran cantidad de recursos como apoyo al libro del alumno.

Empower 2 : giving you key English skills.

Diseñado para ayudar al alumno que tiene un nivel de conocimientos más bajo que las expectativas del programa nacional de inglés a avanzar en una serie de habilidades. Cada una de las cinco secciones en que se estructura el volumen se ocupa de un área determinada como por ejemplo los medios de comunicación y las TIC, poesía, y literatura de ficción y no ficción, entre otras. Le acompaña un CD-ROM diseñado para proporcionar una gran cantidad de recursos como apoyo al libro del alumno.

Empower 3 : giving you key English skills.

Diseñado para ayudar al alumno que tiene un nivel de conocimientos más bajo que las expectativas del programa nacional de inglés a avanzar en una serie de habilidades. Cada una de las cinco secciones en que se estructura el volumen se ocupa de un área determinada como por ejemplo los medios de comunicación y las TIC, poesía, y literatura de ficción y no ficción, entre otras. Tiene una sección para prepararse las pruebas de la etapa clave tres (Key Stage 3) y una sección de Shakespeare. Le acompaña un CD-ROM diseñado para proporcionar una gran cantidad de recursos como apoyo al libro del alumno.

Empower 1 CD : giving you key English skills.

CD-ROM de apoyo para que los docentes estimulen a los alumnos que tienen un nivel de conocimientos más bajo que las expectativas del programa nacional de estudios inglés. Potencia el uso del libro de texto 1. Hace énfasis en la escritura y en los modelos de los principales tipos de texto. Incluye, para motivar a los estudiantes, actividades para completar e imprimir y archivos de PowerPoint.