Social body, racial body, woman's body

"This article compares the responses to the declining birthrate by three very different regimes in Wilhelmine, Weimar and Nazi Germany. In their intent these policies were markedly different: just before and during the First World War a declining birthrate symbolized national decline, sapping national progress and military power and the central aim was to boost fertility almost at any price; eugenics was not yet a major influence on official Wilhelmine policy. In the wake of the devastation reaped by the lost war and also influenced by the depression at the end of the 1920s the democratically elected governments of the Weimar Republic attempted to 'rationalize' reproduction to suit the prevailing socio-economic circumstances and the belief in modernity in industry and everyday life. They favored 'fewer but better children' but their policies remained fragmented and heavily contested; lawmakers tried to balance individual rights and collective interests, welfarism and eugenic concerns. In contrast, Nazi leaders developed a comprehensive and sophisticated system of selective reproduction based on racial prejudice; legal safeguards to protect the rights of individuals were ruthlessly dismantled. Material and ideological inducements to boost the birthrate benefited only 'Aryans' and healthy Germans. A series of extremely repressive measures were introduced: on the one hand they were meant to curb the breeding of the 'unfit', like Jews, gypsies, or those considered congenitally diseased and, on the other, they aimed to curb individual birth control by those deemed 'fit'. But of course the picture is more complicated. If we compare official population programs with their implementation at the local level and also with the reproductive strategies employed by ordinary women and men, a more subtle picture emerges about the regimes which is marked by both fundamental changes but also striking continuities." (author's abstract

Aboriginal Languages in Quebec: Fighting Linguicide with Bilingual Education

Aboriginal peoples in Quebec are fighting for the survival of their language and culture. An essential component of Aboriginal decolonization and empowerment is the protection and enhancement of the Aboriginal heritage language. In this article, we review twenty years of research in Arctic Quebec (Nunavik) involving Inuit students educated in Inuktitut as well as in French and English. Our research reveals that children not only learn better in their own heritage language as opposed to one of the societally dominant languages, but also develop a more positive view of themselves, and a healthier view of Inuit as a group. Bilingual Education is shown to be of crucial importance for the vitality of Inuit language and culture.Les peuples autochtones du Québec luttent afin de préserver la survie de leur langue et de leur culture. Un élément essentiel de la décolonisation et de l’autonomisation autochtone est la protection et l’enrichissement de la langue ancestrale autochtone. Dans cet article, nous effectuons une analyse de vingt années de recherche dans le Nord du Québec (Nunavik) impliquant des élèves inuits scolarisés en français et en anglais. Nos recherches ont révélé que ces enfants non seulement apprennent mieux dans leur propre langue ancestrale plutôt que dans une des langues dominantes de la société, mais aussi qu’ils développent une image d’eux-mêmes plus positive, et une représentation plus saine des Inuits en tant que groupe. Il est démontré que l’enseignement bilingue est d’une importance cruciale, contribuant à la vitalité de la langue et de la culture inuites

Learning through an Aboriginal language: The impact on students’ English and Aboriginal language skills

Aboriginal communities across Canada are implementing Aboriginal language programs in their schools. In the present research, we explore the impact of learning through an Aboriginal language on students’ English and Aboriginal language skills by contrasting a Mi’kmaq language immersion program with a Mi’kmaq as a second language program. The results revealed that students in the immersion program not only had stronger Mi’kmaq language skills compared to students in the second language program, but students within both programs ultimately had the same level of English. Immersion programs can simultaneously revitalize a threatened language and prepare students for success in mainstream society.Keywords: Aboriginal language, bilingual education, immersion, language of instructionDes communautés autochtones partout au Canada mettent en œuvre des programmes de langue autochtone dans leurs écoles. Dans la présente recherche, nous explorons l'impact de l'apprentissage à travers une langue autochtone, sur les compétences des élèves en langue anglaise et autochtone, en comparant un programme d'immersion en langue Mi'kmaq, avec un programme en langue Mi'kmaq comme langue seconde. Les résultats ont révélé que non seulement les étudiants du programme d'immersion avaient des compétences plus solides en langue Mi'kmaq que les étudiants du programme de langue seconde, mais aussi que les étudiants au sein des deux programmes avaient le même niveau d'anglais. Les programmes d'immersion peuvent simultanément revitaliser une langue menacée et préparer les élèves à réussir dans la société.Mots-clés: langue autochtone, éducation bilingue, immersion, langue d'enseignemen

Power Hours-Invasive Species Communication Through Collaborative Webinars

The collaborative webinar project Emerald Ash Borer University (EAB-U) was established in 2009 to address pressing communications needs regarding the invasive emerald ash borer in the midst of national financial crisis. The 40 EAB-U webinars to date have been viewed over 10,000 times. Results of a post-webinar survey evaluating audience composition, impact, and participant satisfaction are presented, and suggest EAB-U webinars reach key audiences who share and apply learned information. Extension professionals faced with complex issues such as invasive species should consider a collaborative webinar approach to efficiently communicate harmonized messages in a cost effective manner

The Relationship between ECOG-PS, mGPS, BMI/WL Grade and Body Composition and Physical Function in Patients with Advanced Cancer

Cancer remains one of the leading causes of mortality worldwide and the associated reduction in physical function has a marked impact on both quality of life and survival. The aim of the present study was to examine the relationship between Eastern Cooperative Oncology Group-Performance status (ECOG-PS), modified Glasgow Prognostic Score (mGPS), Body Mass Index/Weight Loss grade (BMI/WL grade), and Computerised Tomography (CT)-derived body composition measurement and physical function in patients with advanced cancer. Nine sites contributed prospective data on patient demographics, ECOG-PS, mGPS, physical function tests, and CT-derived body composition. Categorical variables were analysed using χ2 test for linear-by-linear association, or χ2 test for 2-by-2 tables. Associations were analysed using binary logistic regression. A total of 523 cancer patients (266 males, 257 females) were included in the final analysis and most had metastatic disease (83.2%). The median overall survival was 5.6 months. On multivariate binary logistic regression analysis, a high ECOG-PS remained independently associated with a low skeletal muscle index (p < 0.001), low skeletal muscle density (p < 0.05), and timed up and go test failure (p < 0.001). A high mGPS remained independently associated with a low skeletal muscle density (p < 0.05) and hand grip strength test failure (p < 0.01). A high BMI/WL grade remained independently associated with a low subcutaneous fat index (p < 0.05), low visceral obesity (p < 0.01), and low skeletal muscle density (p < 0.05). In conclusion, a high ECOG-PS and a high mGPS as outlined in the ECOG-PS/mGPS framework were consistently associated with poorer body composition and physical function in patients with advanced cancer

“How Long Have I Got?”—A Prospective Cohort Study Comparing Validated Prognostic Factors for Use in Patients with Advanced Cancer

© AlphaMed Press 2019 Background: The optimal prognostic factors in patients with advanced cancer are not known, as a comparison of these is lacking. The aim of the present study was to determine the optimal prognostic factors by comparing validated factors. Materials and Methods: A multicenter, prospective observational cohort study recruited patients over 18 years with advanced cancer. The following were assessed: clinician-predicted survival (CPS), Eastern Cooperative Oncology Group performance status (ECOG-PS), patient reported outcome measures (anorexia, cognitive impairment, dyspnea, global health), metastatic disease, weight loss, modified Glasgow Prognostic Score (mGPS) based on C-reactive protein and albumin, lactate dehydrogenase (LDH), and white (WCC), neutrophil (NC), and lymphocyte cell counts. Survival at 1 and 3 months was assessed using area under the receiver operating curve and logistic regression analysis. Results: Data were available on 478 patients, and the median survival was 4.27 (1.86–7.03) months. On univariate analysis, the following factors predicted death at 1 and 3 months: CPS, ECOG-PS, mGPS, WCC, NC (all

Development and validation of the Australian Aboriginal racial identity and self-esteem survey for 8-12 year old children (IRISE-C)

Introduction: In Australia, there is little empirical research of the racial identity of Indigenous children and youth as the majority of the current literature focuses on adults. Furthermore, there are no instruments developed with cultural appropriateness when exploring the identity and self-esteem of the Australian Aboriginal population, especially children. The IRISE-C (Racial Identity and Self-Esteem of children) inventory was developed to explore the elements of racial identity and self-esteem of urban, rural and regional Aboriginal children. This paper describes the development and validation of the IRISE-C instrument with over 250 Aboriginal children aged 8 to 12 years. Methods: A pilot of the IRISE C instrument was combined with individual interviews and was undertaken with 35 urban Aboriginal children aged 8-12 years. An exploratory factor analysis was performed to refine the survey and reduce redundant items in readiness for the main study. In the main study, the IRISE C was employed to 229 Aboriginal children aged 6-13 years across three sites (rural, regional and urban) in Western Australia. An exploratory factor analysis using Principal axis factoring was used to assess the fit of items and survey structure. A confirmatory factor analysis was then employed using LISREL (diagonally weighted least squares) to assess factor structures across domains. Internal consistency and reliability of subscales were assessed using Cronbach's co-efficient alpha. Results: The pilot testing identified two key concepts - children's knowledge of issues related to their racial identity, and the importance, or salience, that they attach to these issues. In the main study, factor analyses showed two clear factors relating to: Aboriginal culture and traditions; and a sense of belonging to an Aboriginal community. Principal Axis Factoring of the Knowledge items supported a 2-factor solution, which explained 38.7 % of variance. Factor One (Aboriginal culture) had a Cronbach's alpha of 0.835; Factor 2 (racial identity) had a Cronbach's alpha of 0.800, thus demonstrating high internal reliability of the scales. Conclusion: The IRISE-C has been shown to be a valid instrument useful of exploring the development of racial identity of Australian Aboriginal children across the 8-12 year old age range and across urban, rural and regional geographical locations