Master of Science

thesisTo determine action capabilities, an actor must take into account environmental features and the actor's individual body and capabilities. Previous research has shown that changing an actor's ability to reach by changing the body influences judgments of distance to reachable objects. The current studies tested whether both environmental and body constraints that limit reaching would influence judged distances to reachable objects. In Experiment 1, participants estimated distances to a small object when it was both in front of and behind a clear, reach-limiting Plexiglas barrier. Participants estimated their ability to reach the object (yes or no response), and then visually matched the distance from the edge of the table to the object with a tape measure. Participants judged the distance to the object as farther when the object was behind the barrier than when it was in front of the barrier; the barrier also reduced estimates of reach ability. In Experiment 2 participants estimated distances in front of and behind a barrier while their dominant or non-dominant hand was weighted, a body constraint on action. Distances within reachable space were judged to be significantly farther than the other conditions when the target was behind the barrier and the dominant (reaching) hand was weighted. This study suggests that action-relevant environmental constraints do influence judgment of distances and interact with body-based constraints

Examining How Breakdowns in Pilot Monitoring of the Aircraft Flight Path

Aircraft accident and incident data reveal that serious safety consequences can arise when flight crewmembers fail to properly monitor the aircraft flight path. This research study reviewed human factors literature to better understand why pilots fail to properly monitor, and analyzed accident and incident data. Recommendations for improving monitoring performance were formulated, which may be useful to air carriers in implementing a new Federal Aviation Administration requirement that calls for specific training in monitoring

On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education

Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.                                                                  Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.                    Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians

Les aspirations pour l'avenir des jeunes Cris de Mistissini : explorations et participations surveillées dans un contexte formalisé depuis la Convention de la Baie James et du Nord québécois

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal

Études des propriétés rhéologiques et thermosensibles de polymères dérivés de N,N-diéthylacrylamide

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal

Developments in Constitutional Law: The 1994-95 Term

This essay explores the apparent triumph of the individual of classical liberalism in Supreme Court decision making. Our analysis examines the particular way in which this political imagery of the individual interacts with judicial assumptions about important social institutions: the family, religion, media, and the state. What is revealed is the judicial adoption of an intricate social and political map in which abstract individualism combines with, and often masks, traditional, conservative images of social order and moral choice

A patient’s narrative of engaging HIV care: Lessons learned to harness resources and improve access to care

In Canada and the USA, about 30% of people with HIV are uninsured or not covered by government-subsidized health insurance. This paper presents a patient’s narrative of his experience being diagnosed with HIV and accessing care in the midst of his process of immigrating to and studying in Canada. The narrative explores how Vincent Croft (pseudonym) has coped with the chronicity of the infection and its associated social stigma, and the temporary solutions he found to access treatment. Engaging with healthcare providers, researchers, and other people living with HIV has allowed Croft to share his experience, including the barriers he encountered and the solutions he envisioned or attempted, resulting in self-empowerment and reinterpretations of Croft’s own trajectory. Patrick Keeler, a community-based intervener, reflects on Croft’s narrative as symptomatic of systemic issues in access to care of people living with HIV in Canada. He also illustrates how the experiential knowledge of people with similar lived experiences can trigger simple, innovative, and cost-efficient initiatives with Le Cercle Orange, which connects and mobilizes existing resources for people with HIV with no or limited access to care and treatment. Experience Framework This article is associated with the Patient, Family & Community Engagement lens of The Beryl Institute Experience Framework (https://www.theberylinstitute.org/ExperienceFramework). Access other PXJ articles related to this lens. Access other resources related to this lens

L’universitarisation de la formation des enseignants

Société historiquement située à la périphérie de divers pôles d’influence (États-Unis, Canada anglais, Grande-Bretagne, France et Vatican), le Québec a, au cours des années soixante, procédé à des emprunts de politiques dans le cadre de la « modernisation » de son système éducatif. Faisant appel au modèle d’« attractivité des politiques éducatives » de Phillips et Ochs, cet article propose une analyse du phénomène, en se centrant sur la formation des enseignants.As a society historically located on the outskirts of several poles of influence (United States, English-speaking Canada, Great Britain, France and Rome) during the 60’s, Quebec has made different educational policy borrowings within the framework of the “modernizing” process of its educational system. By referring to Phillips and Ochs’s model of “attractiveness of educational policies”, this paper presents an analysis of this phenomenon by focusing more particularly on the issue of teacher training.Quebec – eine historisch am Rand verschiedener Einflusspole (die Vereinigten Staaten, das englische Kanada, Großbritannien, Frankreich und Rom) liegende Gesellschaft – hat im Laufe der 60ger Jahre im “Modernisierungsprozess” seines Erziehungssystems verschiedenen Politiken manches entlehnt. Indem er das Modell der “Attraktivität der Erziehungspolitiken” von Phillips und Ochs anführt, schlägt dieser Artikel eine Analyse des Phänomens vor und interessiert sich dabei besonders für die Lehrerbildung.Sociedad históricamente situada a la periferie de diversos polos de influencia ( EE.UU, Canadá inglés, Gran Bretaña, Francia y Roma), Quebec, a lo largo de los años 60 recurrió a diversos préstamos de políticas dentro del marco del proceso de « modernización » de su sistema educativo. Partiendo del modelo de « atractividad de las políticas educativas » de Phillips y Ochs, este artículo propone un análisis del fenómeno, interesándose más particularmente en el tema de la formación de los docentes