Suchergebnisse

Despite well documented health risks, young women are still drawn to the act of smoking and continue to smoke at an alarming rate. A century ago, women were vocal leaders of campaigns against tobacco across North America. In Sex, Lies, and Cigarettes, Sharon Anne Cook explores the history of the paradoxical relationship between women and the cigarette, in a sensitive and lively description of the many different meanings that smoking has held for women. Focusing on the social context of smoking, Cook explores its allure for elite, middle-class, working, and marginalized women from the late-nineteenth to the early twenty-first centuries. She argues that smoking's attraction is rooted in women's changing identity formation and in strategies for empowerment, an idea enriched through extensive analysis of visual culture. It is in these images (yearbooks, posters, photographic collages, print advertisements, billboards, movies) but also in the act of smoking itself, that women harnessed the power of the visual. Smoking remains a powerful way for women to express themselves and is closely connected to the processes of modernity, sexualization, and commodification of desire. Textual documents (newspapers, magazine features, textbooks, teachers' guides) and oral testimony are also explored to show how dominant discourses of smoking, sexuality, and health have shaped women's experiences and how women have moulded these discourses themselves. The first comprehensive study of women and smoking in Canada, Sex, Lies, and Cigarettes creates a rich portrait of the cultural factors that have resulted in over a century of women smokers.

Open-ended admission policies to professional education programs, and particularly the admission of candidates with certain types of disabilities, have profound implications for teacher-education programs. Such policies and practices affect the entire educational community, including faculty members, university and faculty administrators, school partners, and pre-service teacher-education candidates. Through a case study of a special- needs candidate in one pre-service program committed to equity, I analyze some of the particular stresses experienced by leaders in faculties of education who aim to exercise leadership in socially transformative ways. Les politiques d'admission aux programmes d'enseignement supérieur professionnel, notamment en ce qui concerne les candidats ayant certaines déficiences, ont des implications profondes pour les programmes de formation à l'enseignement. De telles politiques et pratiques ont une incidence sur tout le milieu de l'enseignement : membres du corps professoral, administrateurs universitaires et de facultés d'éducation, écoles partenaires et candidats à la formation à l'enseignement. Par le biais d'une étude de cas portant sur une personne ayant une déficience et un programme de formation à l'enseignement soucieux d'équité, l'auteure analyse certains des stress des décideurs qui, dans les facultés d'éducation, cherchent à exercer un leadership en vue de transformer la société.

"A former United Church minister massacres his family. What led to this act of femicide and why were his victims forgotten? On May 2, 1963, Robert Killins, a former United Church minister, slaughtered every woman in his family but one. Two child survivors lived to tell the story of what motivated a talented man who had been widely admired, a scholar and graduate from Queen's University, to stalk and terrorize the women in his family for almost twenty years and then murder them. Through extensive oral histories, Cook and Carson painstakingly trace the causes of a femicide in which four women and two unborn babies were murdered over the course of one blood-spattered evening. While they situate this murderous rampage in the literature on domestic abuse and mass murders, they also explore the perspective and journey of the two traumatized children. Told through vivid first-person accounts, this memoir recounts the story of one family's resilience after enduring years of relentless cruelty."--

This paper was accepted for publication in the journal Applied Ergonomics and the definitive published version is available at http://dx.doi.org/10.1016/j.apergo.2015.10.013. ; The aim of the study is to understand the nature of blind spots in the vision of drivers of Large Goods Vehicles caused by vehicle design variables such as the driver eye height, and mirror designs. The study was informed by the processing of UK national accident data using cluster analysis to establish if vehicle blind spots contribute to accidents. In order to establish the cause and nature of blind spots six top selling trucks in the UK, with a range of sizes were digitized and imported into the SAMMIE Digital Human Modelling (DHM) system. A novel CAD based vision projection technique, which has been validated in a laboratory study, allowed multiple mirror and window aperture projections to be created, resulting in the identification and quantification of a key blind spot. The identified blind spot was demonstrated to have the potential to be associated with the scenarios that were identified in the accident data. The project led to the revision of UNECE Regulation 46 that defines mirror coverage in the European Union, with new vehicle registrations in Europe being required to meet the amended standard after June of 2015.

The purpose of this research is to highlight competing and contrasting definitions of social work that have been the subject of continuous ideological debate. These opposing interpretations have characterized public and professional discourse. It is the growth of, and struggle over, these conflicting versions of social work that we trace by exploring and expanding on the work of African American and White social work pioneers, feminist and empowerment epistemologies, and implications for social work practice and pedagogy. Our discussion emphasizes the construction of meaning through personal experiences by reuniting the head, hands, heart, and soul of our profession. We offer a reconstructed framework that echoes the groundbreaking work of our historical pioneers and collectively weaves their wisdom into contemporary social work practice.

In September, 2014, the University of Ottawa Education Research Unit, Making History / Faire l'histoire, hosted Canadian History at the Crossroads, a SSHRC-funded symposium in collaboration with the Canadian Museum of History in Gatineau, Québec. The symposium brought together multiple stakeholders, historians, history and museum educators, classroom teachers—including Governor General's award winners as well as teacher education and graduate students—to stimulate further public dialogue on pedagogies of history and the politics of remembrance. Building on some of the symposium's original contributions as well as other submissions, this Canadian Journal of Education Special Capsule advances current debates in history education, historical thinking, and historical consciousness, and forges new directions for collective understandings of the past, by connecting with everyday lived experiences in the present. The contributions range from discussions of how young people themselves understand their past to the link- ages between forms of remembering and conceptions of the nation itself.