A Wedding Has Been Arranged? The Unhappy Courtship of the Hamilton Teachers’ College and McMaster University

This article is a case study of the long and complex history of teacher education in Hamilton, Ontario. Hamilton's first institution of teacher education, the Ontario Normal School, was an attempt to create an environment in which to effectively prepare secondary school teachers outside of a university setting. Its closure in 1907 was the result of the placement of secondary school teacher education within a university setting. The Hamilton Normal School (later Hamilton Teachers' College) that replaced the Ontario Normal School was eventually closed in 1979, a result of the failure of negotiations between Hamilton's McMaster University and the Ontario Department of Education. The role of local and provincial politics and the tensions in professional education are analyzed. Further, this article unravels a complex tale of competing objectives, and what could best be described as bad timing. Debates are identified from deep inside the core disciplines of the academy on the nature of teacher education that still haunt faculties of education today

Re-imagining the Australian farm novel: writing magic realism into the georgic

Elizabeth Smyth's research asks how the Australian farm novel can be re-imagined for the 21st century, given the genre has traditionally employed historical settings and the settler-colonial worldview. She wrote a contemporary magical realist novel to explore human relationships with the nonhuman and produced a guide for writers navigating cultural interfaces

Adaptation as Transmutation: Shakespeare in Orson Welles Voodoo Macbeth and Kurosawa\u27s Throne of Blood

Senior Project submitted to The Division of Arts of Bard College

Metaphors for doctoral research: Fundamental tenets & creative courage

Doctoral research candidates navigate a unique path and sustain a rigorous program of study as they make an original contribution to knowledge. The complex and challenging nature of doctoral research is evidenced by high rates of anxiety and depression among candidates (Evans et al., 2018). Metaphors are one tool used by candidates and supervisors to facilitate communication and the candidate’s understanding of the research process. In this article, we argue that the existing range of metaphors have limitations, firstly in cases where they imply an ongoing process with no clear end, and secondly when presented in text or through oral communication without a pictorial representation. We aim to enrich current offerings of metaphors by contributing a new metaphor, which we present as The Moon Diagram. This combined pictorial and textual representation points to two areas of endeavour encountered in the research process, Fundamental Tenets and Creative Courage, and their correlation. The moon is depicted during a half-moon phase to symbolically differentiate the two regions, while overlaid text indicates the skills and experiences associated with each. The whole moon symbolises doctoral completion, and a separate celestial body represents post-doctoral employment. The Moon Diagram may be a useful mnemonic device for potential and confirmed candidates and printed as a larger-scale chart for supervisors to reference when mentoring candidates to doctoral completion

MUC16 Mutations and Prognosis in Gastric Cancer: A Little Goes a Long Way.

Gastric cancer is a global health problem; although incidence rates are declining, it remains the third most common cause of cancer death worldwide. Patients with advanced disease have limited treatment options, and most will live for less than 2 years. Therefore, exploration of gastric cancer disease biology is warranted to identify new targets for treatment. Recent comprehensive molecular analyses have identified distinct subgroups of gastric cancer that may have therapeutic relevance. With the exception of microsatellite-unstable tumors, however, the potential for genomically guided therapy has not been realized

'Much exertion of the voice and great application of the mind': Teacher Education within the Congregation of the Sisters of St. Joseph of Toronto, Canada, 1851-1920

In the introduction to their recent collection of essays on the experience of women teachers in North America, Britain, and Australia, Prentice and Theobald comment on the complexities involved in documenting and analyzing the histori cal experience of women who taught in both private and public schools. The research reported in their collection substantiates the opening statement: the history of women who taught is indeed a complex one. The editors' candid observations about what is known and what remains unknown about the working lives of women who taught and their call for ongoing research likewise validate the opening quotation. This article concerns a doubly marginalized group of teachers: women religious who taught in both the private and public schools of Ontario. It begins to address Prentice and Theobald's challenge that these teachers need to be 'rescued from the hagiographic historical tradition in which they are customarily presented' by providing a case study of the evolution of teacher education within one community of teaching sisters in English Canada: the Congregation of the Sisters of St. Joseph in the Archdiocese of Toronto. Utilizing a framework of documentary analysis, the article sets both a theoretical and historical context against which to examine communities of teaching sisters. It concludes by suggesting further avenues for research which, in themselves, indicate the com plexity of analyzing the historical experience of women who taught in the nineteenth and twentieth centuries

Embodied Narratives: An Exploration of Dance Through Identity, Community, and Wellbeing

This ethnographic study of a dance collective in Bellingham, Washington, took place between December 2022 and March 2023. Methods included participant observation, interviews, and analysis. I interviewed dancers about their personal dance histories, their participation in the collective, and their reflections on the ways dancing and the collective shapes their lives. Interviewees reflected on the individual embodied experience associated with movement and dance, a collection of bodies dancing together, becoming the dance, something more than the individual self, a collective. The theoretical frameworks guiding this research are intersectional feminism and phenomenological. In data analysis, common themes of personal practice, wellbeing, community, and dancing with the senses are explored