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Kent, a rural county in southeastern New Brunswick, is in many ways typical of the province's settlement structure. With every wave of immigration and as the forestry, agricultural and naval industries developed, some 230 towns and villages were established along the rivers and railways between the end of the 18th century and the beginning of the 20th century. In the heart of the Sikniktuk district, on Mi'kmaw land, the territory experienced waves of English, Scottish and Irish colonization starting in the second half of the 18th century. In this book, Mathieu Wade analyzes the complexities of colonization and encounters between nations. He contextualizes the history of Kent's communities by placing their unique journey in a larger framework in order to reveal the main thrusts that have shaped this territory. Mathieu Wade is a professor in the Department of Sociology and Criminology at Université de Moncton. His research focuses on Acadian nationalism and the history of land use planning in Acadia.

Kent, ce comté rural dans le sud-est du Nouveau-Brunswick, est à maints égards typique de la structure de peuplement de la province. Au gré des vagues d'immigration et du développement des industries forestières, agricoles et navales, quelque 230 localités ont été établies le long des rivières et des voies ferrées entre la fin du XVIIIe et le début du XXe siècle. Au coeur du district Sikniktuk, en terre mi'kmaw, le territoire a connu des vagues de colonisation anglaises, écossaises et irlandaises à partir de la seconde moitié du XVIIIe siècle. Dans cet ouvrage, Mathieu Wade analyse les complexités de la colonisation et de la rencontre des peuples. Il contextualise l'histoire des communautés de Kent en inscrivant leur parcours singulier dans une trame plus large afin de faire apparaître les lignes de force qui ont façonné ce territoire.

This book increases the accessibility of philosophical concepts to a wider audience within medical education, translating ‘knowing'to ‘doing.'It prompts health professions educators and researchers to consider the dynamics and structure of contemporary issues within health professions education in new, philosophical ways. Through considering the practical implications of applying philosophical concepts to contemporary issues, the book recommends avenues for further research and pedagogical change. Individual educators are considered, with practice points for teaching generated within each chapter. Readers will acquire practical ways in which they can change their own practice or pedagogy that align with the new insight offered through our philosophical analysis. These practical recommendations may be systemic in nature, but the authors of this book also offer micro-level recommendations for practitioners that can be considered as ways to improve individual approaches to education and research.