56 research outputs found
RDA I 1977 (C-I)
No full textBlack and white photo; unmounted.Back - Rhona Clearie, Craig Darmody, Erica Davidson, Graeme Doyle, Philip Druce, Stephen Duff; centre - David Elliott, Ian Everett, Paul Friend, Jeremy Garrood, Andrew Geddes; front - Bruce Hancock, Graham Hatcher, Robyn Higgins, Matthew Hughes, Paul Hurcombe, Melanie Irwin
Poems of Allan Ramsay
No full textThe definitive text of Allan Ramsay’s poems, presenting his uncollected works chronologically for the first time, with comprehensive explanatory notes:
Offers the fullest edition of Ramsay’s poems to date, in which previously undiscovered texts expand his known literary corpus;
Provides a definitive text of Ramsay’s poems in which uncollected works are presented chronologically for the first time;
Detailed collation of texts against all extant manuscript sources and relevant printed editions, and comprehensive explanatory annotations offering new insights into Ramsay’s historical, political, literary and religious contexts.
Allan Ramsay was central to all aspects of Scottish literary culture in the eighteenth century, working simultaneously in editing, playwriting, theatre management, song collecting and bookselling, as well as founding and directing Britain’s first circulating library. It was, however, his own original work as a poet which had a transformative influence on the way in which Scottish literature would develop in the ensuing decades and, indeed, centuries. Emerging as a published author in the early 1710s, Ramsay built a remarkably prominent profile as a poet of the Scots language whose work appealed to a diverse range of readers, allowing him to produce prestigious subscribers’ editions of his poems in 1721 and 1728 and to continue as a poet until his death in 1758. This definitive and ground-breaking edition of Ramsay’s poems reflects the fifty-year career of an influential cultural and literary innovator, which will open new avenues for research
Why don’t I feel empowered? : Autoethnography and inclusive critical pedagogy in online doctoral education
Full text linkAutoethnography is an effective methodological approach that enables researchers to increase their critical awareness of different forms of inequalities and injustices deeply embedded in today’s digitalized and internationalized higher education contexts. This chapter presents the author’s autobiographic writing of teaching autoethnography in an online doctoral programme and theoretical reflection on the social meanings of her experiences. Her reflection builds on Elizabeth Ellsworth’s (1989) influential critique of the empowerment principle of critical pedagogy and adds a more nuanced account that reflects the growing diversity in online higher education. The author, an online tutor with underprivileged cultural identities, inclusively enacts critical pedagogy in her research methodology module by embracing the autoethnographic principles of vulnerability, emotional dialogues, and unknowability. The pedagogical values of autoethnography for training doctoral researchers have immediate bearings on improving research culture and practice among researchers in digital higher education
Literary communities and commemorations in the Edinburgh Cape Club
No full textThis article examines the roles of literature and poets in Edinburgh's Cape Club towards the end of the eighteenth century. It examines the club's manuscript collection of songs and poems, including a long narrative poem on its history entitled ‘The Capeiad’, to demonstrate that literature had simultaneously celebratory, commemorative and moralistic functions within the Cape's private world. It analyses the club's yearly literary ‘jubilees’, which memorialise James Thomson, author of The Seasons, and William Shakespeare, to reveal the literary networks at play in the Cape, thereby demonstrating that literature is central to its community
Investigating School Food Environments within Region of Peel following implementation of the Ontario School Food and Beverage Policy (P/PM 150)
No full textBackground: As childhood obesity becomes more prevalent around the globe, international, national and provincial bodies have called for policy makers to take action to improve the healthy eating environments where children live, learn, and play. In 2010, the Ontario Ministry of Education joined 10 other Canadian provinces/territories and introduced the Ontario School Food and Beverage Policy (P/PM 150), a set of nutrition standards for foods and beverages available to students. By September 2011, it was expected all publicly-funded elementary and secondary schools across the province would adopt P/PM 150 and apply its standards to foods offered for sale in school food venues (i.e., vending machines, cafeterias, tuck shops), through pay-for-service student nutrition programs (i.e., breakfast, snack, lunch, milk programs), and at school events. The Ministry called for a comprehensive approach to implementing P/PM 150, and left the process to be determined by regional school boards. In 2012, the Region of Peel Public Health partnered with the University of Waterloo to conduct a comprehensive process evaluation of the implementation of P/PM 150 in regional schools. The Comprehensive School Health (CSH) framework helped guide this evaluation, to investigate supports for healthy eating during the early years of implementation. The CSH framework is comprised of four inter-related pillars: Social and Physical Environments, Teaching and Learning, Healthy School Policy, and Partnerships and Services.
Purpose: This thesis focussed on the level of supports for healthy eating within school food environments during P/PM 150 implementation and the role public health has played in strengthening existing comprehensive initiatives to support healthy eating. Because policy implementation is not a static event, yet an on-going process, the three research studies conducted, captured data from two time period: Time I (2012/13) and Time II (2014). Study #1: focussed on the CSH Physical Environment and aimed to identify, describe and categorize beverages and snacks available for sale in secondary school vending machines relative to P/PM 150 standards and compare findings from Time I and Time II. Study #2: focussed on all CSH pillars and aimed to classify, compare and describe school support for healthy eating during P/PM 150 implementation and compare findings from Time I and Time II. Study #3: focussed on the role of knowledge translation reports in supporting comprehensive strategies for promoting healthy eating in all CSH pillars and aimed to evaluate school representatives’ and school public health nurses’ (PHNs) perceptions and experiences interpreting recommendations from Time I knowledge translation reports and providing recommendations for Time II feedback.
Methods: A subset of elementary and secondary schools was recruited from two school boards (i.e., Catholic and Public) in the Region of Peel. Consenting school administrators were asked to elect a school representative, described as an individual knowledgeable about the school food environment to participate in Studies #1-3 during Times I and II. Study #1: In Times I and II, the consenting school representative accompanied a researcher to complete a Food Environmental Scan (FES) checklist, a survey composed of open and close-ended questions, which also captured the availability of foods and beverages available for sale to students in food venues through photographs. For the purposes of this study, only vending machine results are presented. Photographs underwent a nutritional content analysis, which categorized beverages and into P/PM 150 subcategories and classifications (i.e., Sell Most, Sell Less, Not Permitted for Sale). Inferential statistics (i.e., paired t-tests, p<0.05) were conducted to determine changes in beverage and snack offerings between Times I and II. Study #2: In Times I and II, the consenting school representative completed a Healthy School Planner (HSP) survey, which included a series of close-ended questions regarding the current status of healthy eating promotions, practices and policies implemented in the school. Responses to close-ended questions from the HSP and the completed FES checklist were entered into a SPSS database and descriptive statistics calculated (i.e., frequencies, percentages, means, and ranges). Responses to the HSP survey were scored using an established algorithm, which categorized schools overall as Initiation, Action or Maintenance along the Healthy School Continuum, and as low/decreased support, moderate support or high/increased support for CSH pillars. Open-ended questions from the FES checklist underwent a deductive content analysis guided by the CSH pillars. Study #3: Project management prepared knowledge translation (KT) feedback reports for the larger evaluation of P/PM 150 (including surveillance of student behaviours [n=2,071 from n=45 schools], qualitative input from school stakeholders, results of the HSP and FES, and evaluation of food retail density around participating regional schools [n=45]). Draft reports were prepared following Time I, refined based on feedback from a project advisory committee, and the final reports distributed to schools (n= 19 elementary, n=26 secondary). In order to evaluate the effectiveness of the reports at informing and strengthening healthy-eating related initiatives within CSH pillars, Time II representatives and affiliated school PHNs were invited to participate in a one-on-one interview. Since the author had developed all of the original reports, an arms-length researcher was trained and conducted interviews, which were audio-recorded and transcribed verbatim. Transcripts underwent a hybrid thematic analysis, in which themes were inductively identified, categorized, entered into a codebook and then deductively confirmed by a second reviewer. All aspects of Studies #1-#3 received formal approval from the University of Waterloo Office of Research Ethics, Dufferin-Peel Catholic District School Board Ethics Review Board and the Peel District School Board Ethics Review Board.
Results: Study #1 recruited 19 secondary schools to participate in an audit of school vending machines in both Time I and Time II. FES checklists recorded 75 beverages (59 varieties across schools in Time I, 45 varieties in Time II), mostly water, juices and milk-based beverages and 132 snacks (87 varieties across schools inTime I, 103 varieties in Time II), mostly grain-based snacks, vegetable/fruit chips and baked goods. A majority of schools offered one or more Not Permitted for Sale beverage (47% of schools in Time I, 58% of schools in Time II) or snack (74% of schools in Time I, 53% of schools Time II). Significantly more schools met P/PM 150 standards for snacks but not beverages in Time II. In Study #2, 25 school representatives (n=8 elementary, n=17 secondary) completed a HSP survey and FES checklist in both Times I and II. Most schools kept a rating of Action (n=20) along the Healthy School Continuum from Time I to Time II. The Physical Environment was the most supportive (100% of schools had high/increased support) due to adequate provision of spaces and time to eat and socialize with friends. The Social Environment was the least supportive (56% low/decreased support) due to limited consultation with school community members (24% of schools consulted parent organizations, 16% consulted parents/families, 16% consulted staff) and few healthy eating events run by students (e.g., 40% of schools had a student nutrition council). Only two schools achieved the highest overall rating (Maintenance) in Time II. In Study #3, 32 school representatives and 11 school PHNs (71% response rate) participated in a one-on-one interview. Most participants liked the knowledge translation report’s format and presentation of data; however, not all information presented was found to be relevant. A third of schools (31%) used the report to increase awareness, focus planning or inform new healthy eating initiatives. Although PHNs were available to support uptake of the reports’ recommendations, only 19% of schools shared their report with the PHN. PHNs identified six key steps to improve uptake of the evaluation findings: take a strengths-based approach; focus on what can be accomplished at school; make prescriptive, individualized recommendations; distribute feedback reports during school planning Times; present information through multiple avenues; and form an inclusive and effective dissemination strategy.
Discussion: Variable supports for healthy eating were identified within each CSH pillar among the three studies. Supports can also help facilitate the implementation and sustainability of P/PM 150; however, more work is required to address issues of policy non-adherence. In the Healthy School Policy pillar, schools have self-governing policies to help support healthy eating in schools; however, more consideration is needed to help clarify the government-mandated P/PM 150 standards and reduce the possibility of misinterpretation and misuse. More consideration is needed on the categorization of beverages based upon sugar content and it should be made explicit that P/PM 150 standards apply to beverage container size not labels’ serving size. By improving the comprehensiveness and clarity of policy standards, there will be less room for misinterpretation and improved application. The Physical Environment The presence of Not Permitted for Sale beverages and snacks in secondary school vending machines provided further evidence for the need for a formal monitoring system of P/PM 150 as requested by the Ontario Auditor General. Audit and feedback systems would provide a structured approach to consistent monitoring procedures; reporting results to the school board or Ministry of Education would enhance accountability of schools to meeting P/PM 150 regulations; and school board feedback could act as a means of enhancing the awareness of school stakeholders (i.e., staff, students, food service workers, PHNs) regarding healthy eating. The Social Environment was the least supported as it required voluntary dedication of time provided by school healthy eating champions. These individuals, who are personally passionate about supporting the health and development of students, are described as leverage points within the policy implementation process, possessing the ability to both oversee top-down implementation and gather bottom-up support. Champions are repeatedly identified as agents of change in the facilitation of comprehensive approaches to school health and should be highly valued and frequently acknowledged by the school community. The Teaching and Learning pillar had variable support for healthy eating provided through existing curriculum and extracurricular activities. Previous research has documented that teachers and administrators perceive school nutrition policies to be of low importance, thus limiting the ability for a school to reach full policy adherence. Findings from Study #3 highlight that educators must perceive an initiative to be meaningful in order for it to be implemented; therefore, more work is needed to increase the perceived value of P/PM 150 by linking policy outcomes to academic achievements. The Ontario Ministry of Education can help reduce the burden on teachers to embed healthy eating messaging into daily classroom lessons by providing curriculum supports that increase the perceived value of P/PM 150 held by teachers and reinforce students’ positive health behaviours. The Partnerships and Services pillar had variable levels of support for healthy eating, and Study #3 emphasized a need for schools to seek involvement from a broad array of school stakeholders in supporting healthy eating and sustaining P/PM 150. Implementation science explains policy adherence is more likely to be achieved when stakeholder groups are supportive of the organizational change. This requires garnering buy-in from all groups by showcasing the value of the policy and promoting active collaboration, which can enhance a sense of ownership and helps the policy reach its intended impact. School PHNs can function as knowledge brokers and play a role in gathering support from school stakeholders, although more work is required to promote uptake of their services by school administrators.
Conclusion: This research was one of the first to use the CSH framework to examine the extent to which healthy eating was supported during the early years of the implementation of the Ontario School Food and Beverage Policy (P/PM 150). Lessons from dissemination and implementation science added to the existing knowledge of how supports for healthy eating within each CSH pillar can further support P/PM 150 implementation and sustainability. The Ontario Ministry of Education should consider working with regional public health units, regional school boards, a representative sample of Ontario elementary and secondary schools and food service providers to work collaboratively to identify the best ways to ensure: P/PM 150 standards are comprehensive, clear and audits and feedback are conducted (Healthy School Policy); school health eating champions are identified and valued (Social Environment); foods in schools adhere to P/PM 150 (Physical Environment); P/PM 150 curriculum supports are developed for multiple classroom subjects and aligned with various school health concerns (Teaching and Learning); and processes are set in place to garner support from stakeholder groups and develop a sense of shared ownership for policy success (Partnerships and Services)
Breast Cancer, Femininity, Embodiment, and the Sport of Dragon Boat Racing
Full text link In this dissertation the author provides an analysis of three separate but interrelated aspects of the experiences of women who have been treated for breast cancer and who participate in survivor dragon boat racing. In the first analysis the author addresses the multiple meanings and functions that this physically intense competitive team sport has for the women. The paper explores some of the reasons why this activity appealed to them and the kinds of impacts and effects that participation in this activity had on their lives. The second analysis offers a critical look at the ways in which breast amputation has been characterised within the medical and breast cancer literature as a threat to women's self identity as female or feminine. The data from this study however demonstrates that women's experiences of
breast amputation is much more complex and nuanced than characterised. Also included is an examination of women's own perspectives on this experience, as well as the mediating role that dragon boat racing had on this aspect of self identity. The third analysis focusses on a major theme that emerged from the data which was the transformative effect that competitive dragon boat racing had on women's bodies and on their sense of self. Discussed here are the impacts and effects that participation in
competitive dragon boat racing had on women's self identities and bodies and that enabled the women to see themselves as strong, fitter, healthier and "better" than what they were prior to their breast cancer illness experience. Finally, the author concludes with a discussion of how regular participation sport, and especially for women living with a critical illness, can empower women at the individual, group and societal levels.ThesisDoctor of Philosophy (PhD
Delineate: flax, pulp and rags
No full textA commissioned essay, tracing the papermilling heritage of Scotland to the British Linen Bank and Scotland's exports to the Caribbean of slave cloth, also known as osnaburgs. The etymology of linen is explored, alongside the links between collecting textile rags for pulping in traditional papermaking processes with the historic references to tabloid newspapers as 'rags' in a British context.
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For Remnants, written and illustrated commissions from Tiffany Boyle, Jade Halbert, Caitlin MacLeod, Rhona Warwick Paterson, Laura Richmond and Louise Welsh and conversations between Fiona Sinclair with Mairi Laverty, Adele Patrick with Akiko Kobayashi, Kirsteen Borland with Heather Claridge and Anne Duff with Cathy Houston, pay attention to how women’s contributions have been rendered in/visible through the formation and use of urban space in Glasgow’s Merchant City and beyond. Remnants is a part of 'Of Lovely Tyrants and Invisible Women', a programme, curated by Civic Room, featuring four solo exhibitions by artists, Lauren Printy Currie, Ashanti Harris, Thulani Rachia and Marija Nemčenko and a newspaper publication by Panel
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Adventures in Fictionality: Sites along the Border between Fiction and Reality
No full textThis project is a narratological study of the border between fiction and reality, and the traversing thereof. I postulate that the permeability of this border is the consequence of textual acts: Cataloged Fabulations, Second-tier Fictionals, and Rhizomatic Fabrications. These are akin to speech acts in that fictional entities gain nonfictional status by means of an implicit contract at the heart of the textual act. Having laid out the narratological foundation of the textual acts' power, I argue that the narratological bears on the ontological through performative speech acts, as portrayed in J. L. Austin's tripartite model. I use two lenses in my analysis: the work of Jorge Luis Borges and the Hebrew Bible and its commentaries. The Borgesian trifecta is encyclopedia, mirror, and labyrinth, referents that are synonymous with the three textual acts noted above. In terms of the biblical lens, my analysis focuses on a metaphor family in Jewish mysticism. This family includes the World as Book, The Torah as Blueprint, God as Author, and Letters as Building Blocks. The resulting conceptual system is narratological in nature. Consequently it is useful to draw on this system so as to elucidate the field of narratology. The binoculars offer a parallax view, which provides a unique perspective on narratology: the combination of modernist/postmodernist fantasy and the urtext of the Western literary canon.Doctor of Philosophy (Ph.D.
Textbook on international human rights [4th edition]
No full textGlobal in coverage, the fourth edition of Textbook on International Human Rights provides a concise introduction for newcomers to the subject. Beginning with a brief analysis of the development of international human rights and the history of the subject, the text gives full consideration to the work of the UN before turning in more detail to regional systems of human rights. The second half of the book looks at a variety of substantive rights, with illustrations from both regional and international law. The strength of the book lies in its clarity and broad scope, with the focus on making the subject easily accessible to those with little or no prior knowledge. The author guides students through the complexities of each topic before providing a wealth of useful references at the end of each chapter. The fourth edition incorporates all the latest developments in the subject. Textbook on International Human Rights continues to be relied upon by students worldwide as the first book to turn to for clear and accurate coverage
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