Ambiguity as a Literary Strategy in the Preface of Eighteenth Century French Novels

La práctica de la ambigüedad en el prólogo de la novela francesa del XVIII responde a unos propósitos pragmáticos. Para ello, los autores adoptan una modalización discursiva ambigua, que es estilística y literaria, y se define como una estrategia autorial muy eficaz para hacer pasar las obras por lo que no son, para prevenir, esquivar y solventar todos los dilemas y conflictos, éticos y estéticos, que sufre este sospechoso género novelesco. Allí donde aparece un discurso ambiguo, se revela la existencia de un conflicto: interno o externo, literario o social, individual o colectivo. También la intención de resolverlo, ya de modo preventivo, ya provocador. Finalmente, este análisis de la ambigüedad demuestra ser un instrumento privilegiado para reconstruir la historia y evolución de la novela a lo largo del siglo.L’ambiguïté, en tant que stratégie préfacielle dans le roman français du dix-huitième siècle, répond à des objectifs pragmatiques. Pour cela, les auteurs ont recours à une modalisation discursive ambiguë, stylistique et littéraire, qui prétend à une stratégie autoriale très efficace pour faire passer les oeuvres pour ce qu’elles ne sont pas, afin de prévenir, de se dérober et de résoudre les dilemmes et les conflits éthiques et esthétiques posés par ce genre romanesque soumis à caution. En effet, un discours ambigu est toujours la preuve de l’existence d’un conflit : interne ou externe, à l’échelle de l’individuel ou du collectif. Mais aussi, parfois, de la volonté de le résoudre, soit en le prévenant, soit par la provocation. Cette analyse de l’ambiguïté préfacielle, enfin, montre qu’elle est un instrument de premier ordre pour reconstituer l’histoire et l’évolution du roman au XVIIIème siècle.reflects a pragmatic purpose and a very efficient authorial strategy to disguise or conceal the true nature of the oeuvre. It also helps to prevent, avoid or solve any ethical or aesthetic conflicts that this highly suspicious literary genre would face in the winding and treacherous road between authors and readers. Very often the recourse to ambiguity is a tell-tale sign of a conflict which the author intends to address and hopefully solve. The conflict can be very diverse: internal or external, literary or social, collective or individual. Its analysis is an exceptionally useful tool to explore the evolution and the intimate history of the French novel during this century

Does waiting time for specialist out-patient appointments affect clinic attendance and doctor shopping in Hong Kong?

Health Services Research Fund & Health Care and Promotion Fund: Research Dissemination Reports (Series 7)published_or_final_versio

Beyond Theory: Simulation and Role-play in Interpreter Education

In the 1960s and 1970s, a cultural shift began in the interpreting and Deaf communities of America. According to Cokely (2011), the Deaf community, who once had control over the selection, vetting, and training of ad hoc interpreters, were replaced as societal gatekeepers by institutions of higher learning. This transition has presented systemic issues in signed language interpreter education. Many fundamental aspects of interpreter education have yet to be researched or standardized (Witter-Merithew, 2004). Interpreter Education Programs (IEPs) have struggled to effectively train interpreters for work as professionals, as evidenced by a decades-old graduation-to-certification gap (Cogen & Cokely, 2015). This research examines simulation and role-play as a possible solution to effectively train future interpreters. These activities provide exposure to authentic settings, real-world practice, and experiences that cannot be learned by observation or interpreting from a video source. The path is also then paved for the Deaf community to resume their traditional role in interpreter education. Despite the perceived efficacy of simulation and role-play as an educational technique, there has been very little research on these activities in IEPs. Signed language interpreters and interpreter educators nationwide were surveyed about their use of simulation and role-play, their experience learning through simulation and role-play, and the effect these activities had on their growth as a professional interpreter. Responses to the survey illustrate the authenticity of current usage practices, as well as the barriers that educators face in designing and implementing these types of activities

Toward criteria for pragmatic measurement in implementation research and practice: a stakeholder-driven approach using concept mapping

Background: Advancing implementation research and practice requires valid and reliable measures of implementation determinants, mechanisms, processes, strategies, and outcomes. However, researchers and implementation stakeholders are unlikely to use measures if they are not also pragmatic. The purpose of this study was to establish a stakeholder-driven conceptualization of the domains that comprise the pragmatic measure construct. It built upon a systematic review of the literature and semi-structured stakeholder interviews that generated 47 criteria for pragmatic measures, and aimed to further refine that set of criteria by identifying conceptually distinct categories of the pragmatic measure construct and providing quantitative ratings of the criteria’s clarity and importance. Methods: Twenty-four stakeholders with expertise in implementation practice completed a concept mapping activity wherein they organized the initial list of 47 criteria into conceptually distinct categories and rated their clarity and importance. Multidimensional scaling, hierarchical cluster analysis, and descriptive statistics were used to analyze the data. Findings: The 47 criteria were meaningfully grouped into four distinct categories: (1) acceptable, (2) compatible, (3) easy, and (4) useful. Average ratings of clarity and importance at the category and individual criteria level will be presented. Conclusions: This study advances the field of implementation science and practice by providing clear and conceptually distinct domains of the pragmatic measure construct. Next steps will include a Delphi process to develop consensus on the most important criteria and the development of quantifiable pragmatic rating criteria that can be used to assess measures