6 research outputs found
Break My Body, Hold My Bones
No full textMy research takes place in my hometown, the rural community of Hope, B.C.. situated on the traditional territory of Chawathil First Nation and the Tiyt Tribe. The Tiyt Tribes of the Stó:lō territory extend along the boundaries down both sides of the Fraser River.
Throughout my time at Emily Carr University of Art + Design I have engaged with many forms of research, using my lens to look at the complex history of Hope and its settler identity that is so deeply tethered to forms of extraction colonialism and white supremacy. Using anti-colonial and Indigenous/Intersectional Feminist theory as well as forms of lived experience rooted in coming of age and punk ethos to unpack the questions; “How does extraction colonialism impact community? and How do we form kinship in spite of embedded forms of white supremacy?” Through experimental filmmaking and analog photography, I work in a coming-of-age framework to examine what it means to grow up in a place tethered to active forms of extraction and colonial narratives.Coming of ageIndigenous feminismExperimental filmmakingCelluloid fil
The contribution of William, Lord Armstrong to science and education
Full text linkWilliam George Armstrong (1310-1900) is best remembered as the lawyer turned engineer who revolutionised ordnance during the Crimean War. Nonetheless, 'his researches, his evidence before Royal Commissions and his presidential addresses, (including that to the British Association for the Advancement of Science), are as relevant today as they were last century. Indeed, it could be argued that whereas George and Robert Stephenson were, essentially, men of the Industrial Revolution, Armstrong’s theories are .still appropriate in the space age. Apart from his extensive research into hydraulics and electricity, which greatly advanced the frontiers of science, his contribution to education is considerably more than a mere footnote to his more spectacular achievements. At a time when the men of theory and the men of practice despised each other, Armstrong stood athwart the debate. Instead, he built an educational and industrial complex at Elswick where theory and practice went hand in hand and which became the blue-print for successive Royal Commissions. While others argued for technical education on continental lines, Armstrong upheld the Elswick example. His reluctant involvement in the proposed College of Physical Science in Newcastle upon Tyne is the subject of some debate in this study. Nonetheless, when he was finally convinced of its efficacy, his support was unequivocal. So much so that, after his death, the resultant edifice became Newcastle's abiding memorial to him. Two recent biographies have been used as works of general reference, but the main thesis rests on extensive use of original material. This includes Armstrong's speeches and writings; his evidence before Royal Commissions and the records of the Elswick forks' Mechanics' Institute and Schools. Hitherto, Armstrong's fame has rested on his weapons which destroyed human life. His greatest weapon - his contribution to science and education - which destroyed the 'laissez faire' attitudes of his contemporaries, has been largely ignored. In an endeavour to redress the balance, this study has been attempted
A multi-capital approach to understanding participation in professional management education
No full textThis study explores the reasons why adult learners take part in professional management education courses, their social and cultural capital together with their human and economic capital. The author has responsibility for these programmes in a university in the north of England. It is framed by a multiple capital approach which reflects, and illuminates, the rationale for engagement in lifelong learning and professional management education. The underlying research was phenomenological, as it explored the direct experiences of the participants in relation to professional management education.
Two methods were used sequentially, quantitative which provided numerical data by the use of questionnaires, and qualitative, by the use of interviews. The results of the interviews were used to construct the stories of the respondents. Fifty questionnaires were completed by employees and fifteen interviews were undertaken, out of a total population of eighty one. The entire population of twenty four employers completed a questionnaire and six of them were interviewed.
The outcomes of this research highlight the workplace in the twenty-first century, together with the impact of the current economic climate. This has led to a need for the acquisition of new skills by workers at all hierarchical levels in organisations.
Cultural capital was evidenced by the desire of employees to equip themselves with new skills and knowledge, in order to remain in employment and to advance their careers. Many of the respondents gained cultural capital through their early life experiences of home and school and their relationships with mentors. The social capital of employers was found to be important in mentoring, and encouraging, employees to engage in learning.
Economic capital was expressed through engagement in lifelong learning by employees to enhance their knowledge and skills, and to improve their employment prospects.Human capital was evidenced by both employers and employees as engagement in professional management education facilitates the acquisition of new skills and knowledge
Allergic rhinitis and its impact on asthma (ARIA): achievements in 10 years and future needs
Full text linkAllergic rhinitis (AR) and asthma represent global health problems for all age groups. Asthma and rhinitis frequently coexist in the same subjects. Allergic Rhinitis and its Impact on Asthma (ARIA) was initiated during a World Health Organization workshop in 1999 (published in 2001). ARIA has reclassified AR as mild/moderate-severe and intermittent/persistent. This classification closely reflects patients' needs and underlines the close relationship between rhinitis and asthma. Patients, clinicians, and other health care professionals are confronted with various treatment choices for the management of AR. This contributes to considerable variation in clinical practice, and worldwide, patients, clinicians, and other health care professionals are faced with uncertainty about the relative merits and downsides of the various treatment options. In its 2010 Revision, ARIA developed clinical practice guidelines for the management of AR and asthma comorbidities based on the Grading of Recommendation, Assessment, Development and Evaluation (GRADE) system. ARIA is disseminated and implemented in more than 50 countries of the world. Ten years after the publication of the ARIA World Health Organization workshop report, it is important to make a summary of its achievements and identify the still unmet clinical, research, and implementation needs to strengthen the 2011 European Union Priority on allergy and asthma in children
