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This study explores how one novice teacher navigated his first-year teaching sixth-grade social studies.

One-sixth grade novice teacher was observed during his unit on the Islamic Empire. The teacher was interviewed before the unit began to understand his approach to combating Islamophobia and interviewed again after the unit so he could reflect on the unit and discuss if he believed he had accomplished his original goal. Classroom artifacts (handouts, slide decks, etc.) were collected.

The findings highlight the various forces that impacted the decisions the teacher made in the classroom. Lack of support from administration and various colleagues left the teacher feeling overwhelmed and unable to accomplish his goals. While the teacher started the unit with a clear purpose for teaching against Islamophobia, he ultimately taught a unit where students memorized discrete pieces of information.

This study adds to previous research on the need for providing administrative support for novice teachers to be able to teach in ambitious ways by highlighting the numerous shortcomings.

This study explores how the context of a classical Christian school (CCS) interacted with a how teacher taught and how students learned and experienced a unit about World War II.

A sixth-grade class was observed during their 13-day unit on World War I. The teacher was interviewed before the unit began to understand her goals for the unit and was interviewed after for her to reflect on her teaching and student learning. All classroom documents (notes, worksheets, essays) were collected. After the unit, each student participated in a think aloud of the assessment and reflected on their experiences during the unit.

The findings suggest that teacher and students were greatly impacted by the classical Christian nature of the school. The teacher used three biblical themes to frame the unit, which caused misconceptions for students. While students learned factual information about World War II, they struggled to relate the teacher's themes to World War II.

This study adds insights about teaching and learning history in a CCS and highlights the need for more research to explore what and how students in private religious schools are learning. While the teacher's themes could have been useful organizing concepts for the material, they instead complicated student learning.

The aim of this paper is to examine how the “colleen” archetype was used in the creation of a successful brand personality for a range of soap manufactured in Ireland during the early twentieth century. It reveals the commercial and political agendas behind this move and the colleen's later application to Ulster unionist graphic propaganda against Home Rule between 1914 and 1916.

This case study is based on an analysis of primary and secondary sources; the former encompassing both graphic advertising material and ephemera.

This paper demonstrates how contemporary pictorial advertising for colleen soap was suffused with text and imagery propounding Ulster's preservation within the UK. It also suggests that the popularity of this brand personality may have been a factor in the colleen's appropriation for propaganda purposes by certain strands within Ulster unionism.

This paper is based on original research that expands the historical corpus of Irish visual representation, while also adding notably to discourses within the History of Marketing and Women's History.

For many Indigenous nations globally, ethics is a conversation. The purpose of this paper is to share and mobilize knowledge to build relationships and capacities regarding the ethics review and approval of research with Indigenous peoples throughout Atlantic Canada. The authors share key principles that emerged for shifting practices that recognize Indigenous rights holders through ethical research review practice.

The NunatuKavut Inuit hosted and led a two-day gathering on March 2019 in Happy Valley-Goose Bay, Newfoundland and Labrador, to promote a regional dialogue on Indigenous Research Governance. It brought together Indigenous Nations within the Atlantic Region and invited guests from institutional ethics review boards and researchers in the region to address the principles-to-policy-to-practice gap as it relates to the research ethics review process. Called “Naalak”, an Inuktitut word that means “to listen and to pay close attention”, the gathering created a dynamic moment of respect and understanding of how to work better together and support one another in research with Indigenous peoples on Indigenous lands.

Through this process of dialogue and reflection, emergent principles and practices for “good” research ethics were collectively identified. Open dialogue between institutional ethics boards and Indigenous research review committees acknowledged past and current research practices from Indigenous peoples’ perspectives; supported and encouraged community-led research; articulated and exemplified Indigenous ownership and control of data; promoted and practiced ethical and responsible research with Indigenous peoples; and supported and emphasized rights based approaches within the current research regulatory system. Key principles emerged for shifting paradigms to honour Indigenous rights holders through ethical research practice, including: recognizing Indigenous peoples as rights holders with sovereignty over research; accepting collective responsibility for research in a “good” way; enlarging the sphere of ethical consideration to include the land; acknowledging that “The stories are ours” through Indigenous-led (or co-led) research; articulating relationships between Indigenous and Research Ethics Board (REB) approvals; addressing justice and proportionate review of Indigenous research; and, means of identifying the Indigenous governing authority for approving research.

Future steps (including further research) include pursuing collective responsibilities towards empowering Indigenous communities to build their own consensus around research with/in their people and their lands. This entails pursuing further understanding of how to move forward in recognition and respect for Indigenous peoples as rights holders, and disrupting mainstream dialogue around Indigenous peoples as “stakeholders” in research.

The first step in moving forward in a way that embraces Indigenous principles is to deeply embed the respect of Indigenous peoples as rights holders across and within REBs. This shift in perspective changes our collective responsibilities in equitable ways, reflecting and respecting differing impetus and resources between the two parties: “equity” does imply “equality”. Several examples of practical changes to REB procedures and considerations are detailed.

What the authors have discovered is that it is not just about academic or institutional REB decolonization: there are broad systematic issues at play. However, pursuing the collective responsibilities outlined in our paper should work towards empowering communities to build their own consensus around research with/in their people and their lands. Indigenous peoples are rights holders, and have governance over research, including the autonomy to make decisions about themselves, their future, and their past.

The value is in its guidance around how authentic partnerships can develop that promote equity with regard to community and researcher and community/researcher voice and power throughout the research lifecycle, including through research ethics reviews that respect Indigenous rights, world views and ways of knowing. It helps to show how both Indigenous and non-Indigenous institutions can collectively honour Indigenous rights holders through ethical research practice.

Environmental assessment (EA) is a proactive planning tool designed to consider the ecological, cultural, socio‐political and economic impacts of potential projects, making it a major tool for achieving sustainable development. Meaningful EA requires a bridging of the natural sciences with the social sciences to broaden understanding of the overall environmental impacts of development projects on humans, the natural environment and other organisms. As a result of this complexity, education and training needs are great. The purpose of this paper was to consider EA educational opportunities at Canadian universities and to test a model for the analysis of the state of such education.

The research design used a qualitative interactive approach, including a survey of 2001 university course calendars, participant observation and semi‐structured interviews.

Results indicate that the number of universities offering EA courses has tripled to 40 since the mid‐1980 s. While this is a positive finding, data illustrate that the bulk of the courses offered are survey‐oriented and introductory in nature, with little opportunity to specialize. This cursory approach is exacerbated by a lack of teaching resources and instructor development. Despite the nature of the courses offered, many professors encourage critical thinking and use innovative teaching techniques, including role‐playing, to promote self‐reflection. In fact, the interdisciplinary approach to the curricula and the promotion of critical thinking outside disciplinary boundaries are two strengths of current EA programming.

In light of this state of formal EA education in Canada, more research and international level dialogue are warranted.

The work described in this paper aims to reflect the natural evolution of longstanding dialogue between the Association of Research Libraries (ARL), Johns Hopkins University (JHU), and Bielefeld University.

This study looks at how each institution has combined library and assessment expertise and developed evaluation methodologies that emphasize different, but interrelated aspects of library services.

The resulting tools may be viewed as an integrated decision support system (DSS) that can offer librarians and library administrators a comprehensive framework for choosing appropriate tools, methodologies, and resources for evaluation of both existing and future library services.

This paper provides an excellent introduction and overview for practitioners new to the topics described.

In late 2011, Jerry Bertram, vice president and general manager of the fire retardant additives business of Huber Engineered Materials (HEM), a division of family-owned J. M. Huber Corporation, was preparing to present the potential acquisition of the precipitated alumina trihydrate (PATH) business to the environment, health, and safety committee of Huber's corporate board. He had convinced HEM's leadership of PATH's strategic value to their business and the urgency of the acquisition based on PATH's parent company's movement into Chapter 11 bankruptcy and its plans to close the PATH plant.

Winning board approval posed a major challenge. It was unclear whether the plant would remain operational, because HEM would have to enter a shared-services arrangement with PATH's parent company, which continued to use the site. In addition, acquiring PATH would mean integrating its specialized, unionized labor force into Huber, which had very few union workers. Finally, early due diligence had revealed tens of millions of dollars of potential environmental risk on the site. The last issue was particularly critical, given Huber's generations-long history of respect for the environment, and its executives' and directors' reluctance to take on any business with excessive environmental risk.

This case illustrates in depth the family business values that can promote consideration of an ostensibly unconventional and risky strategic move, and enable executives to push for approval of the same, as backed by comprehensive risk assessment and mitigation plans.