�Nothing ever dies�: memory and marginal children�s voices in Rwandan and Vietnamese narratives

Memory is a highly contested notion insofar as it is claimed by the collective (Halbwachs, Young) and deployed within a variety of political and socio-cultural contexts. For Viet Thanh Nguyen, the �true war story� can be told by those who lived through it, thereby wresting power from �men and soldiers� and dominant structures (Nothing Ever Dies, Harvard UP, 2017: 243). Examining the dialectics of remembering and forgetting, this article examines narratives which reclaim memory as a personal and as a collective plea to understand the structural discrepancy at play from the child, who is victim of war. It examines the memoir of a Tutsi refugee child, Moi, le dernier Tutsi (C. Habonimana, Plon R�cit, 2019) and an autobiographical narrative by a Vietnamese refugee in Canada, Ru (K. Th�y, Liana L�vi, 2010), to gauge the extent to which such narratives create their own memorial spaces and in so doing reclaim their marginal memories and centre them, while grappling with the imperative to forget. Ultimately it tests Nguyen�s theory that memory can be just and that in this ethical recoding of memory, the humanity and inhumanity of both sides is underlined.

The Problems of Structural Discrepancy

This chapter considers a particular set of combination problems facing panpsychism, based on the apparent structural discrepancy between human consciousness and the microphysical structure of the brain. These problems have been termed the revelation problem, the palette problem, and the mismatch problem, and this chapter seeks to resolve them by developing a series of connected hypotheses about how phenomenal qualities combine and blend based on informational relations among them: the radical confusion hypothesis, the small palette hypothesis, and the informational structure hypothesis. These hypotheses are also shown to be compatible with moderate versions of the revelation thesis, the idea that by undergoing experience we are acquainted with the nature of experience.

Timing of Orthodontic Treatment

ABSTRACT In providing orthodontic care for paediatric patients, clinicians often questions whether to begin treatment early-during the primary or early-transitional dentition-or wait until all or most of the permanent teeth are present. A comprehensive knowledge is necessary for planning the implementation of preventive therapy or the choice for interception is left. Early orthodontic treatment is effective and desirable in specific situations. The early treatment eliminates noxious habits, re-orientates dental-maxillary development and compensates for the structural discrepancy between teeth and bone. This leads to a timely correction of defects, which could have a negative aesthetic impact, therefore, contributing effectively to a better harmonization of the child with the human environment where he lives, and improving his feelings of acceptance within it. However, the evidence is equally compelling that such an approach is not indicated in many cases for which later, single-phase treatment is more effective. Therefore, clinicians must decide, on a case-by-case basis, when to provide orthodontic treatment.