Bodies, stories, cities : learning to read and write (in) Montréal with Gail Scott

Cette lecture, tant critique, comparative, et théorique que pédagogique, s’ancre dans le constat, premièrement, qu’il advient aux étudiantEs en littérature de se (re)poser la question des coûts et complicités qu’apprendre à lire et à écrire présuppose aujourd’hui; deuxièmement, que nos pratiques littéraires se trament au sein de lieux empreints de différences, que l’on peut nommer, selon le contexte, métaphore, récit, ville; et, troisièmement, que les efforts et investissements requis sont tout autant couteux et interminable qu’un plaisir et une nécessité politique. Ces conclusions tendent vers l’abstrait et le théorique, mais le langage en lequel elles sont articulées, langage corporel et urbain, de la dépendance et de la violence, cherche d’autant plus une qualité matérielle et concrète. Or, l’introduction propose un survol des lectures et comparaisons de Heroine de Gail Scott qui centre ce projet; identifie les contextes institutionnels, historiques, et personnels qui risquent, ensuite, de décentrer celui-ci. Le premier chapitre permet de cerner le matérialisme littéraire qui me sert de méthode par laquelle la littérature, à la fois, sollicite et offre une réponse à ces interrogations théoriques. Inspirée de l’œuvre de Gail Scott et Réjean Ducharme, premièrement, et de Walter Benjamin, Elisabeth Grosz, et Pierre Macherey ensuite, ‘matérialisme’ fait référence à cette collection de figures de pratiques littéraires et urbaines qui proviennent, par exemple, de Georges Perec, Michel DeCerteau, Barbara Johnson, et Patricia Smart, et qui invitent ensuite une réflexions sur les relations entre corporalité et narrativité, entre la nécessité et la contingence du littéraire. De plus, une collection de figures d’un Montréal littéraire et d’une cité pédagogique, acquis des œuvres de Zygmunt Bauman, Partricia Godbout, et Lewis Mumford, constitue en effet un vocabulaire nous permettant de mieux découvrir (et donc enseigner) ce que lire et apprendre requiert. Le deuxième chapitre propose une lecture comparée de Heroine et des romans des auteures québécoises Anne Dandurand, Marie Gagnon, et Tess Fragoulis, dans le contexte, premièrement, les débats entourant l’institutionnalisation de la littérature (anglo)Québécoise et, deuxièmement, des questions pédagogiques et politiques plus larges et plus urgentes que nous pose, encore aujourd’hui, cette violence récurrente qui s’acharna, par exemple, sur la Polytechnique en 1989. Or, cette intersection de la violence meurtrière, la pratique littéraire, et la pédagogie qui en résulte se pose et s’articule, encore, par le biais d’une collection de figures de styles. En fait, à travers le roman de Scott et de l’œuvre critique qui en fait la lecture, une série de craques invite à reconnaître Heroine comme étant, ce que j’appelle, un récit de dépendance, au sein duquel se concrétise une temporalité récursive et une logique d’introjection nous permettant de mieux comprendre la violence et, par conséquent, le pouvoir d’une pratique littéraire sur laquelle, ensuite, j’appuie ma pédagogie en devenir. Jetant, finalement, un regard rétrospectif sur l’oeuvre dans son entier, la conclusion de ce projet se tourne aussi vers l’avant, c’est-à-dire, vers ce que mes lectures dites matérialistes de la littérature canadienne et québécoise contribuent à mon enseignement de la langue anglaise en Corée du Sud. C’est dans ce contexte que les propos de Jacques Rancière occasionnent un dernier questionnement quant à l’historique des débats et des structures pédagogiques en Corée, d’une part, et, de l’autre, les conclusions que cette lecture de la fiction théorique de Gail Scott nous livre.This simultaneously comparative, theoretical, and pedagogical project is rooted in the recognition that it behooves students and teachers to ask about the costs, complicities, and competing interests constantly involved in learning to read and write (about) literature today; that literary practice takes place in a space or a structure of irreducible differences called, variously, but not exclusively, metaphor, narrative, or the city; and that the labour and investments required therefore to negotiate our (dis)course towards becoming increasingly learned and literate subjects is as costly and interminable as likewise a pleasure and a political necessity. While such conclusions tend toward the relatively abstract, the language of bodies and cities, and of addiction and violence, is meant to be all the more concrete and material therefore. The introduction maps out the landscape of readings and comparisons of Gail Scott's Heroine that are the centre of the project and identifies the institutional, historical, and personal contexts that threaten at every turn to decentre my practice here. Chapter one articulates and illustrates the literary materialist methods employed, whereby literature is the preferred medium for conducting such theoretical investigations. Derived first from Gail Scott and Réjean Ducharme's theoretical-fictions, and then from the work of Walter Benjamin, Elizabeth Grosz and Pierre Macherey, this materialism refers to a collection of figures of the world as a book, and to the close comparisons consequently of different representations of the practice of reading found, for instance, in George Perec, Michael DeCerteau, Barbara Johnson, and Patricia Smart, all of which invites an interrogation of the relationship between bodies and stories that make the simultaneous necessity and contingency of literary practice all the more legible and teachable. Similarly, a collection of figures of literary Montreal, and of the pedagogical city more generally, gathered from a range of writers including Zygmunt Bauman, Patricia Godbout, and Lewis Mumford, provides a vocabulary in which to better describe what the differential spaces of literature look and feel like and what reading in turn (and learning) requires. Chapter two reads Scott's Heroine alongside other contemporary Québécois women writers, including Anne Dandurand, Marie Gagnon and Tess Fragoulis, initially, in the context of debates surrounding the institutionalization of (anglo)Quebec literature, but then in terms too of the much broader and more urgent pedagogical and political questions raised by the recurrence of gun violence at schools like the Polytechnique in Montreal, in 1989. That question of the relationship between violence, literary practice, and pedagogy, here, is compelled and enabled, specifically, by a collection of literary figures. Specifically, a series of cracks in both Scott's narrative and across much of the body of critical writing about her work, invites a reading of Heroine as a narrative of addiction, so-called, whereby the peculiarly recursive temporality of addiction, as well as its logic of introjection, invite a better understanding of the violence and power of the practice of literature upon which, in turn, is grounded the pedagogy under construction here. Looking back, then, onto the work the project does as a whole, the conclusion looks forward also to the ways in which the materialist readings of literature here lead and contribute to the author's teaching of language to aspiring teachers of English as a foreign language in Korea. In this context, the assumptions investing Jacques Ranciere's work provide a frame for my intersecting of the history of educational debates and structures in Korea and the conclusions drawn in these close literary readings of Gail Scott's experimental prose

Evaluation of a Cape Town Safety Intervention as a Model for Good Practice: A Partnership between Researchers, Community and Implementing Agency

VPUU has a wealth of experience to share and is engaged with broader national and international policymakers and implementing agencies. Researchers are grappling with the difficulty of providing a rigorous project evaluation for these collaborations which could identify project elements that work with a view to their replication. This paper traces the evolution of an evidence-based approach to violence prevention in the Western Cape Province of South Africa. The Violence Prevention through Urban Upgrading (VPUU) project in Cape Town uses such an approach, and relies on a 'whole-of-society' methodology as well. The project and the difficulty of its evaluation are discussed. A partnership between VPUU, researchers, the community and local government has revealed both opportunities and obstacles, which are the subjects of a case study described here

The influence of the use of gradated reading material on the development of reading ability in a first-year Spanish course.

Thesis (M.A.)--Boston University N.B.:Pages missing : 29, 32. Only one copy was available

A microRNA Imparts Robustness against Environmental Fluctuation during Development

The microRNA miR-7 is perfectly conserved from annelids to humans, and yet some of the genes that it regulates in Drosophila are not regulated in mammals. We have explored the role of lineage restricted targets, using Drosophila , in order to better understand the evolutionary significance of microRNA-target relationships. From studies of two well characterized developmental regulatory networks, we find that miR-7 functions in several interlocking feedback and feedforward loops, and propose that its role in these networks is to buffer them against perturbation. To directly demonstrate this function for miR-7, we subjected the networks to temperature fluctuation and found that miR-7 is essential for the maintenance of regulatory stability under conditions of environmental flux. We suggest that some conserved microRNAs like miR-7 may enter into novel genetic relationships to buffer developmental programs against variation and impart robustness to diverse regulatory networks

Do gray wolves (\u3ci\u3eCanis lupus\u3c/i\u3e) support pack mates during aggressive inter-pack interactions?

For group-living mammals, social coordination increases success in everything from hunting and foraging (Crofoot and Wrangham in Mind the Gap, Springer, Berlin, 2010; Bailey et al. in Behav Ecol Sociobiol 67:1–17, 2013) to agonism (Mosser and Packer in Anim Behav 78:359–370, 2009; Wilson et al. in Anim Behav 83:277–291, 2012; Cassidy et al. in Behav Ecol 26:1352–1360, 2015). Cooperation is found in many species and, due to its low costs, likely is a determining factor in the evolution of living in social groups (Smith in Anim Behav 92:291–304, 2014). Beyond cooperation, many mammals perform costly behaviors for the benefit of group mates (e.g., parental care, food sharing, grooming). Altruism is considered the most extreme case of cooperation where the altruist increases the fitness of the recipient while decreasing its own fitness (Bell in Selection: the mechanism of evolution. Oxford University Press, Oxford 2008). Gray wolf life history requires intra-pack familiarity, communication, and cooperation in order to succeed in hunting (MacNulty et al. in Behav Ecol doi:10.1093/beheco/arr159 2011) and protecting group resources (Stahler et al. in J Anim Ecol 82: 222–234, 2013; Cassidy et al. in Behav Ecol 26:1352–1360, 2015). Here, we report 121 territorial aggressive inter-pack interactions in Yellowstone National Park between 1 April 1995 and 1 April 2011 ([5300 days of observation) and examine each interaction where one wolf interferes when its pack mate is being attacked by a rival group. This behavior was recorded six times (17.6 % of interactions involving an attack) and often occurred between dyads of closely related individuals. We discuss this behavior as it relates to the evolution of cooperation, sociality, and altruism

Grothendieck quasitoposes

A full reflective subcategory E of a presheaf category [C*,Set] is the category of sheaves for a topology j on C if and only if the reflection preserves finite limits. Such an E is called a Grothendieck topos. More generally, one can consider two topologies, j contained in k, and the category of sheaves for j which are separated for k. The categories E of this form, for some C, j, and k, are the Grothendieck quasitoposes of the title, previously studied by Borceux and Pedicchio, and include many examples of categories of spaces. They also include the category of concrete sheaves for a concrete site. We show that a full reflective subcategory E of [C*,Set] arises in this way for some j and k if and only if the reflection preserves monomorphisms as well as pullbacks over elements of E.Comment: v2: 24 pages, several revisions based on suggestions of referee, especially the new theorem 5.2; to appear in the Journal of Algebr

Patterns, causes, and consequences of marine larval dispersal

Quantifying the probability of larval exchange among marine populations is key to predicting local population dynamics and optimizing networks of marine protected areas. The pattern of connectivity among populations can be described by the measurement of a dispersal kernel. However, a statistically robust, empirical dispersal kernel has been lacking for any marine species. Here, we use genetic parentage analysis to quantify a dispersal kernel for the reef fish Elacatinus lori, demonstrating that dispersal declines exponentially with distance. The spatial scale of dispersal is an order of magnitude less than previous estimates—the median dispersal distance is just 1.7 km and no dispersal events exceed 16.4 km despite intensive sampling out to 30 km from source. Overlaid on this strong pattern is subtle spatial variation, but neither pelagic larval duration nor direction is associated with the probability of successful dispersal. Given the strong relationship between distance and dispersal, we show that distance-driven logistic models have strong power to predict dispersal probabilities. Moreover, connectivity matrices generated from these models are congruent with empirical estimates of spatial genetic structure, suggesting that the pattern of dispersal we uncovered reflects long-term patterns of gene flow. These results challenge assumptions regarding the spatial scale and presumed predictors of marine population connectivity. We conclude that if marine reserve networks aim to connect whole communities of fishes and conserve biodiversity broadly, then reserves that are close in space (<10 km) will accommodate those members of the community that are short-distance dispersers.We thank Diana Acosta, Alben David, Kevin David, Alissa Rickborn, and Derek Scolaro for assistance with field work; Eliana Bondra for assistance with molecular work; and Peter Carlson for assistance with otolith work. We are grateful to Noel Anderson, David Lindo, Claire Paris, Robert Warner, Colleen Webb, and two anonymous reviewers for comments on this manuscript. This work was supported by National Science Foundation (NSF) Grant OCE-1260424, and C.C.D. was supported by NSF Graduate Research Fellowship DGE-1247312. All work was approved by Belize Fisheries and Boston University Institutional Animal Care and Use Committee. (OCE-1260424 - National Science Foundation (NSF); DGE-1247312 - NSF Graduate Research Fellowship)Published versio

Inequities in access to quality early care and education: Associations with funding and community context

The purpose of the current study was to examine program- and community-level characteristics related to total points earned by early care and education programs in North Carolina’s Tiered Quality Rating and Improvement System (TQRIS). Multiple statewide data sources, programand community-level characteristics were combined to better understand associations with total points awarded in the TQRIS. The concentration of state and federal funding at the program level, and the socioeconomics of the Q3 communities that programs resided were related to program quality. The current study demonstrated that there are inequities within the system where the highest quality early care and education programs are differentially available based on program funding characteristics, community socioeconomics, and interactions among the program and community variables. Future research and policy implications are discusse