Rethinking property in c\a\n\a\d\a

32 pages, 8 imagesIndigenous and settler architects and urbanists reimagine Canadian cities and discuss property division as the hinge between settler colonialism and architecture/urban form. The conversation is informed by the issue 12-13 of the journal Scapegoat: Architecture / Landscape / Political Economy titled c\a\n\a\d\a: delineating nation state capitalism edited by David Fortin and Adrian Blackwell. Rethinking property in c\a\n\a\d\a transcribes a virtual round table conversation co-hosted by the Research Centre in Interdisciplinary Arts and Creative Culture (Centre for Studies in Arts and Culture, Marilyn I. Walker School of Fine and Performing Arts, Brock University) and the Salon für Kunstbuch (Vienna, Austria) on 10 November 2021.This publication draws on research supported and generously funded by the Social Sciences and Humanities Research Council (SSHRC) and the Office of the Vice-President, Research at Brock University. We further acknowledge the Centre for Studies in Arts and Culture at the Marilyn I. Walker School of Fine and Performing Arts for its support

The Edinburgh Social Cognition Test (ESCoT):Examining the effects of age on a new measure of theory of mind and social norm understanding

<div><p>Current measures of social cognition have shown inconsistent findings regarding the effects of healthy aging. Moreover, no tests are currently available that allow clinicians and researchers to examine cognitive and affective theory of mind (ToM) and understanding of social norms within the same test. To address these limitations, we present the Edinburgh Social Cognition Test (ESCoT) which assesses cognitive and affective ToM and inter- and intrapersonal understanding of social norms. We examined the effects of age, measures of intelligence and the Broader Autism Phenotype (BAP) on the ESCoT and established tests of social cognition. Additionally, we investigated the convergent validity of the ESCoT based on traditional social cognition measures. The ESCoT was administered alongside Reading the Mind in Films (RMF), Reading the Mind in Eyes (RME), Judgement of Preference and Social Norm Questionnaire to 91 participants (30 aged 18–35 years, 30 aged 45–60 years and 31 aged 65–85 years). Poorer performance on the cognitive and affective ToM ESCoT subtests were predicted by increasing age. The affective ToM ESCoT subtest and RMF were predicted by gender, where being female predicted better performance. Unlike the ESCoT, better performance on the RMF was predicted by higher verbal comprehension and perceptual reasoning abilities, while better performance on the RME was predicted by higher verbal comprehension scores. Lower scores on inter-and intrapersonal understanding of social norms were both predicted by the presence of more autism-like traits while poorer interpersonal understanding of social norms performance was predicted by increasing age. These findings show that the ESCoT is a useful measure of social cognition and, unlike established tests of social cognition, performance is not predicted by measures of verbal comprehension and perceptual reasoning. This is particularly valuable to obtain an accurate assessment of the influence of age on our social cognitive abilities.</p></div

Sistematización de experiencias. Taller vocal : soy joven, soy Distrito.

La Sistematización de la Experiencia Taller Vocal: Soy Joven, Soy Distrito1 se ha desarrollado como parte del proyecto de grado de la estudiante de Trabajo Social de la Universidad del Valle, Bonnie Devine, en donde se da cuenta de la experiencia de intervención desde la educación artística que se vivió con el grupo Taller Vocal2. Esta experiencia se apoyó en la música y las expresiones artísticas para generar procesos de intervención en lo social. Durante la experiencia fue notorio el vacío que existe desde el Trabajo Social frente al aporte de la educación artística a sus procesos de intervención, a pesar de las múltiples experiencias que se desarrollan desde las artes en pro de la transformación social. Con esto en mente, se llevó a cabo la presente sistematización de experiencias, buscando encontrar pistas en esta vivencia de intervención específica, que actúen como una plataforma de aprendizaje frente al lugar de la educación artística en el Trabajo Social.PregradoTRABAJADOR(A) SOCIA