Moments of Emergence: Organizing by and with Undocumented and Non-Citizen People in Canada after September 11

Striking new campaigns across Europe, the United States, and Australia led by refugees, im/migrants, undocumented people, and allies challenge controls over the right to move freely across borders. Situating similar formations within Canada in transnational context, this article anatomizes the impact of September 11 on North American organizing. Drawing on the argument that the construction of September 11 as a national event was ideologically necessary for war abroad and criminalization of immigrants domestically, the article evaluates strategies for confronting state criminalization, detention, racialized citizenship, and “illegality.” It concludes that, far from utopian, “no-border” and “undocumented” movements are fundamentally politically necessary in the current dangerous conjuncture.Menées par des réfugiés, des immigrants, des sanspapiers et leurs alliés, de nouvelles campagnes saisissantes ont eu lieu, à travers l’Europe, les États Unis et en Australie, pour remettre en question les contrôles sur le droit de libre circulation à travers les frontières. Cet article situe des mouvements similaires qui se sont formés au Canada dans un contexte transnational et examine de près l’impact des attentats du 11 septembre sur l’organisation des mouvements de protestation en Amérique du Nord. S’appuyant sur la thèse qu’il était idéologiquement nécessaire de présenter les attentats du 11 septembre comme un événement national afin de justifier la guerre à l’étranger et la criminalisation des réfugiés à l’intérieur du pays, cet article évalue les stratégies pour combattre la criminalisation par l’État, la détention, la citoyenneté à caractère raciste et l’« illégalité ». Il conclut que, loin d’être utopiques, les mouvements en faveur de l’ouverture des frontières, ainsi que ceux formés par des « sanspapiers » ou par des gens les supportent, sont fondamentalement et politiquement nécessaires dans les circonstances dangereuses actuelles

Nowhere at Home: Gender, Race and the Making of Anti-immigrant Discourse in Canada

This paper - part of a larger project - traces some identifiable and gendered shifts in anti-immigrant/refugee discourses in Europe, theUnited States and Canada during the 1990s. My case study of Toronto, Ontario - in particular, recent racist portrayals of Somali refugeewomen as welfare cheats and efforts by anti-racist groups to articulate counter narratives of immigrant rights - suggests, respectively,critical links with racist constructions of California, especially immigrant Los Angeles, and the need to develop longer-term anti-raciststrategies.Cet article, qui n'est qu'une partie d'un plus grand projet, retrace quelques discours identifiables et les changements dans I'equilibredes sexes, les tendances des discours anti-immigrants/refugies en Europe, aux Etats-Unis et au Canada, durant les annees 90. Monetude de cas de Toronto, en Ontario, en particulier les descriptions racistes des refugiees somaliennes, disant qu'elles fraudent le bienetresocial, et les efforts entrepris paries groupes anti-racistes pour proteger les droits des immigrants, suggerent, respectivement, qu'ily a des liens critiques entre les interpretations racistes de la Californie, surtout a Los Angeles oil il y a beaucoup d'immigrants, et lebesoin de developper des strategies anti-racistes qui sont plus a long terme

Instruction on the Web: Getting All Librarians Involved

The Collection Development Council at Old Dominion University (Virginia) decided to involve all subject specialist librarians in creating guides to web resources in the disciplines for which they serve as bibliographers. The project was intended to help librarians become familiar with Internet resources in their fields of expertise and give them experience with World Wide Web searching. A worksheet for bibliographers and a sample guide were provided. Librarians were asked to complete a worksheet for one of their assigned areas of collection development in the next year. A separate Web Team would enter the guides, using HTML and mounting them on the library web site. The worksheet consisted of space for entering a title, URL and comments of resources in 15 different categories: Internet resource guides, monograph-type materials, periodical materials, electronic mailing lists, USENET groups, directories, software archives, graphics archives, sound archives, commercial information services, online business sites, online organization sites, data files, career resources, and other miscellaneous sites. One year after the project\u27s inception, 28 of the 48 guides were completed. Those librarians who completed a guide gained experience and competence in searching the web, and the faculty and students have benefited. A sample guide on women\u27s studies is included. (Author/SWC

Challenges in Delivering Library Services for Distance Learning

The first section of this paper on library services for distance education discusses the status of distance learning in higher education. What distance learning means for libraries is addressed in the second section, including considerations related to diverse locations, agreements with participating institutions, delivery limitations, librarian commitment, and awareness of new ways to deliver services. The third section summarizes requirements for libraries and provides World Wide Web addresses for American Library Association and Canadian Library Association guidelines. The fourth section describes the challenges and impact of distance learning on library service units related to administration, collection management, acquisitions, cataloging, collection access (interlibrary loan, circulation, and reserve), reference and instruction, and technical support systems. (MES

Developing, Marketing and Evaluating Web-Based Library and Information Skills Tutorials at Old Dominion University

Confronted with an expanding distance learning program, a growing set of student expectations, and recent changes in general education requirements, the Library Instruction Team at Old Dominion University is addressing the related needs for new approaches to library instruction by creating a series of web-based tutorials.Confronted with an expanding distance learning program, a growing set of student expectations, and recent changes in general education requirements, the Library Instruction Team at Old Dominion University is addressing the related needs for new approaches to library instruction by creating a series of web-based tutorials

Paving the Way for Collaboration Between Librarians and Faculty

This paper summarizes some of the traditional, as well as newer, ways that academic librarians can interact with faculty and thereby demonstrate what they have to offer in future collaborative efforts. Examples are drawn from the author\u27s experience at Old Dominion University (Virginia). Highlights include: university service, including librarians serving on the faculty senate, committees, task forces, and interest groups; communications, including library newsletters; workshops, seminars, and forums for faculty and graduate students; events for new faculty, including participation in university-wide orientation; library instruction, including course-related library instruction and learning communities; collection development, including librarian attendance at faculty meetings of departments; new services, including digital services; work with other service units on campus, including creating World Wide Web-based courses, teaching on television, other nontraditional teaching and learning methods, beginning computer skills workshops for students, and term paper assistance; and social gatherings. (MES

Helping Librarians To Encourage Critical Thinking through Active Learning Techniques in Library Instruction

Encouraging librarians to incorporate critical thinking skills and active learning techniques in their course instruction requires more than talking about it in a department meeting or distributing articles on the topic. At Old Dominion University (Virginia), librarians have tried conducting workshops, had readily-accessible binders of articles and suggestions for librarians to consult, and held idea-sharing sessions. They have also tried including a related library instruction annual performance objective for each reference librarian involved in instruction. This paper describes this latest attempt to incorporate active learning in library instruction and includes an active learning planning sheet which serves as an outline for planning and gives brief examples of active learning, a sample time frame, and a reminder that it requires more time to plan for the incorporation of critical thinking and active learning. With a continued emphasis on critical thinking skills and active learning, it is expected that librarians will improve their teaching skills and that learners will experience even greater understanding of libraries and information resources. (Author/SWC

Requests for Ratings of School Systems

A guide to reference sources for consumer information about school systems

Patient-reported efficacy 6 months after a 4-week rehabilitation 1 intervention in individuals with chronic ankle instability

The objective of this research report is to track the patient-reported efficacy of a 4-week intervention [wobble board (WB) 4 or resistance tubing (RT)] in decreasing symptoms of Chronic Ankle Instability (CAI) at 6 5 months post-intervention (6PI) as compared to immediately post-intervention (IPI)