Review of Mobilizing Mercy: A History of the Canadian Red Cross by Sarah Glassford

Review of Mobilizing Mercy: A History of the Canadian Red Cross by Sarah Glassford

Co-Teaching: Idea to Implementation

From a university perspective, it can be challenging finding field experience placements with quality mentor teachers. The field experiences we provide help shape (positively or negatively) the development of pre-service teacher candidates (PTCs). Our university is fortunate to have, as one of our field experience sites, a K-5 university Charter school in which faculty work closely with K-5 teachers. Together, faculty and teachers are able to provided meaningful experiences. As one of our field experiences, we require all EC-6 PTCs to experience a semester in the university Charter school. A benefit of this university and Charter school relationship is that the university is able to control the mentor teachers in which we work with and the experiences we provide our PTCs

Review of Mobilizing Mercy: A History of the Canadian Red Cross by Sarah Glassford

Review of Mobilizing Mercy: A History of the Canadian Red Cross by Sarah Glassford

Shocked, Exhausted, and Injured: The Canadian Military and Veteran's Experience of Trauma from 1914 to 2014

The Canadian military and veterans have a long history of dealing with psychological trauma caused by war and peacekeeping. Over the past century views about trauma among physicians, military leaders, society, and veterans’ themselves have been shaped by medical theories, predominant views about the ideal soldier and man, and the nation’s role in international affairs. Since the First World War, major conflicts and peacekeeping operations have been responsible for distinct shifts in how trauma is conceptualized, named, and experienced by Canadian soldiers and the public. Canadian historians have examined this subject by looking at particular wars, most notably the First World War, but no attempt has been made to provide a monograph-length study of military trauma over the past century. This thesis utilizes several lenses – medical, social, and cultural – to explore how conceptions of trauma changed from 1914 to 2014, how such changes affected veterans in their civilian life, and the interactions between medical and popular knowledge, military culture, and veterans’ lived experiences. With a particular emphasis on the latter, it uses oral interviews with veterans of the post-Cold War, government reports, medical literature, and national newspapers to track shifts in consciousness about trauma and its social and medical treatment. It argues that despite numerous changes in medical thought and popular understandings of trauma, stigmas about psychological illness persisted, and that masculine ideals inherent in 1914 were still present, albeit in an altered form, one-hundred years later. It also argues that the Canadian veteran’s experience demonstrates that from 1914 to 2014, trauma consistently oscillated between being a medical entity and a metaphorical representation of war, peacekeeping, veterans’ socio-economic struggles, and national identity. This thesis takes advantage of a historically unique openness in the Canadian military since the year 2000 to contribute to a growing literature about trauma in Canadian military history and society

Facilitating Collaboration Through a Co-Teaching Field Experience

This article describes an action research project in which two teacher educators implemented a co-teaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of pre-service teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere for PTCs, while also revealing areas that need additional refinement in the field experience course

Facilitating Collaboration Through a Co-Teaching Field Experience

This article describes an action research project in which two teacher educators implemented a co-teaching field experience with pre-service teacher candidates acting as co-teachers to facilitate collaboration among peers. The goal of the action research was to better meet the needs of pre-service teacher candidates and continually develop their ability to grow as reflective and collaborative future teaching educators. To increase collaboration, co-teaching models were implemented in an early field experience. Teaching activities and assignments provided opportunities for collaboration as co-teachers and as members of a teaching community. Data collection and observations indicate peer-to-peer co-teaching helped create a collaborative atmosphere for PTCs, while also revealing areas that need additional refinement in the field experience course

Dehydration and Acute Weight Gain in Mixed Martial Arts Fighters Prior to Competition

The purpose of the investigation was to characterize the magnitude of dehydration and rapid weight gain (RWG) in mixed martial arts (MMA) fighters prior competition. Hydration status and body mass were determined ~24 h prior and the again ~ 2 h prior to competition in 40 MMA fighters (Mean ? SE, age: 26 ? 1 yr, height: 1.77 ? 0.01 m, body mass: 75.8 ? 1.5 kg). RWG was defined as the amount of body weight the fighters gained in the ~22 h period between the official weight-in and competition. On average, the fighters gained 3.40 ? 2.18 kg or 4.4% of their body mass in the ~ 22 h period prior to competition. Urine specific gravity (Usg) significantly decreased (P < 0.001) from 1.028 ? 0.001 to 1.020 ? 0.001 g/ml during the rehydration period. 39% of fighters presented a Usg of greater than 1.021 g/ml ~2 h prior competition indicating dehydration. In conclusion, fighters undergo significant dehydration and fluctuation in body mass in the 24 h period prior to competition. Hydration status indicates that a significant proportion (39%) of fighters are competing in a dehydrated state. Weight management guidelines in MMA are warranted

Landslide-dammed paleolake perturbs marine sedimentation and drives genetic change in anadromous fish

Large bedrock landslides have been shown to modulate rates and processes of river activity by forming dams, forcing upstream aggradation of water and sediment, and generating catastrophic outburst floods. Less apparent is the effect of large landslide dams on river ecosystems and marine sedimentation. Combining analyses of 1-m resolution topographic data (acquired via airborne laser mapping) and field investigation, we present evidence for a large, landslide-dammed paleolake along the Eel River, CA. The landslide mass initiated from a high-relief, resistant outcrop which failed catastrophically, blocking the Eel River with an approximately 130-m-tall dam. Support for the resulting 55-km-long, 1.3-km^3 lake includes subtle shorelines cut into bounding terrain, deltas, and lacustrine sediments radiocarbon dated to 22.5 ka. The landslide provides an explanation for the recent genetic divergence of local anadromous (ocean-run) steelhead trout (Oncorhynchus mykiss) by blocking their migration route and causing gene flow between summer run and winter run reproductive ecotypes. Further, the dam arrested the prodigious flux of sediment down the Eel River; this cessation is recorded in marine sedimentary deposits as a 10-fold reduction in deposition rates of Eel-derived sediment and constitutes a rare example of a terrestrial event transmitted through the dispersal system and recorded offshore

Semiprojectivity with and without a group action

The equivariant version of semiprojectivity was recently introduced by the first author. We study properties of this notion, in particular its relation to ordinary semiprojectivity of the crossed product and of the algebra itself. We show that equivariant semiprojectivity is preserved when the action is restricted to a cocompact subgroup. Thus, if a second countable compact group acts semiprojectively on a C*-algebra $A$, then $A$ must be semiprojective. This fails for noncompact groups: we construct a semiprojective action of the integers on a nonsemiprojective C*-algebra. We also study equivariant projectivity and obtain analogous results, however with fewer restrictions on the subgroup. For example, if a discrete group acts projectively on a C*-algebra $A$, then $A$ must be projective. This is in contrast to the semiprojective case. We show that the crossed product by a semiprojective action of a finite group on a unital C*-algebra is a semiprojective C*-algebra. We give examples to show that this does not generalize to all compact groups.Comment: 38 page