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This chapter will seek to add insight on the lived experiences of women subjected to non-fatal, non-consensual violence in sex (NCVS) by men.

The chapter will draw on primary research conducted by the author in the Spring and Summer of 2020, comprising in-depth interviews with eight women and a survey of 84 women, all of whom had experienced NCVS, often from multiple perpetrators. It will summarize the acts to which women were subjected (often life-threatening in nature), the long-term impacts on women, and the ways in which men minimized and re-packaged their violence. It will make the case that NCVS – often dismissed as ‘rough sex gone wrong’ – is a particularly insidious form of violence against women and girls.

The chapter will highlight how women’s sense-making processes around NCVS are often hampered by legal definitions of sexual violence, which left women wondering ‘what category to put it in’. Using Fricker’s (2007) concept on ‘epistemic injustice’, it will emphasize the need for a ‘shared tools of social interpretation’ (p. 6) around NCVS, alongside any legal changes, and the importance of campaigns like We Can’t Consent To This in giving language to women’s often unspoken experiences.

We began this chapter with storied experiences of relationships with children and youth and of questions around tensions they can experience as they make home, familial, community, and school transitions. These questions included: Why do we do it this way? Who decides? Can’t I think about what's best for my child? For Aboriginal children? As Khea, Jennifer, and Brenda Mary storied the experiences noted earlier, and as we collectively inquired into their stories, attentive to the intergenerational narrative reverberations of colonization made visible, it was their attentiveness to the particular life of a youth, Robbie; of a child, Rachel; and of a grandchild that we were first drawn. Their deep yearnings for something different in schools also turned our attention toward the counterstories to live by which they were composing. Across Khea's, Jennifer's, and Brenda Mary's earlier storied experiences the counterstories to live by around which they were threading new possible intergenerational narrative reverberations were focused on understanding children and youth as composing lives shaped by multiple contexts, that is, lives shaped through multiple relationships in places in and outside of school. This need for understanding the multiple places and relationships shaping the lives of children and youth as they enter into schools is, as shown in the earlier noted stories, vital in Aboriginal families and communities given the ways in which the narrative of colonization continues to reverberate in present lives.

Purpose – To examine the relationship between aviation and climate change, and the international dimensions of air transport.

Methodology/approach – A review of aviation's impacts on the global climate, mitigation strategies to reduce this impact, and the possible consequences of climate change for commercial aviation.

Findings – Although a range of mitigation measures have been developed and implemented to reduce aircraft emissions in the short term, with some environmental benefit, there is a real need for the aviation sector to identify the possible impacts of climate change on air travel operations, both to aircraft in flight and to operations at airports. A further challenge will be to devise adaptation plans that will address the vulnerabilities and thus ensure safe aviation-related operations.

Social implications – The climate change impacts of aviation will adversely affect society. In addition, some individuals may have to reduce or stop flying as a result of increased taxes and legislation implemented in response to climate change.

Originality/value of paper – There is a novel focus on the adaptation challenges for the aviation industry in response to climate change.

In a paper shared at the 2004 Canadian Society for the Study of Education (CSSE), Marie Battiste urged Canadian academics and policy makers to become part of a transformative process of reconstructing Canada's colonial education system which she describes as shaping “Indigenous peoples’ trauma and disconnection with many aspects of education and themselves” (p. 2). Battiste calls for the repositioning of Indigenous knowledges in post-secondary institutions, a process through which institutional structures and practices, curriculum foundations, and traditions are substantially changed and, in particular, that these are changed in ways that value and engage the capacities of Aboriginal students. Battiste's argument is significant for both Aboriginal post-secondary students and for their communities.

This article explores the adoption of a transcultural education approach, rather than multicultural or intercultural education, and the implications this would have for educational practice. With the multiple issues associated with multicultural and intercultural education, the authors emphasize the need for a definitive definition of the term “transcultural” in the educational literature, as well as a new model of transcultural education. Addressed in the article are: (a) the contribution of transdisciplinary teaming to the definition and practice of transcultural education; (b) the meaning of “trans” in the term, transcultural; (c) a discussion of culture and individuality related to education; and (d) possible conclusions to facilitate dialogue regarding the future of transcultural education. Twelve vignettes are included to provide real world examples of the need for a paradigm of transcultural education.

The purpose of this paper is to explore the perceptions, beliefs and abilities that support adult male prisoners in overcoming suicidality.

Semi-structured interviews were conducted with eight male life sentenced prisoners in a Category B prison. Thematic analysis was used to analyse the data and interpret how prisoners have overcome suicidality.

Five overarching themes were identified; sense of self, presence of meaning, connectedness, shift of perspective and re-establishing control. The themes were closely interconnected and revealed novel insights into the variables that supported prisoners to overcome suicidality.

The themes were drawn from a specific prisoner population, which may not be representative of the wider prison population. Additionally, the sole focus on suicidality may be an oversimplification of self-destructive behaviours and could have affected the factors identified.

The results highlight the need to refine suicide prevention strategies in prisons; in the assessment of suicide risk, the improvement of supportive regimes and the development of psychological interventions.

This research is the first to qualitatively examine the factors involved in overcoming suicide in adult male prisoners. The research is of value to researchers and practitioners alike, as it extends previous research in prison populations and suggests avenues for the development of suicide prevention strategies.

In the post-industrial American city, consumption and women play new and crucial roles. As service, tourist, shopping, and entertainment industries take prominence over or supplement the more explicitly male industrial and financial industries, women entrepreneurs have become significant actors in the city (Benson, 1988; Green, 1997). Femininity overlaps with bourgeois values in gentrification, giving women's actions a special import (Jackson & Thrift, 1995). The ‘ladies’ of gentrification produce new interpersonal dynamics on the streets and sidewalks, helping to facilitate neighborhood change, spread safety and stimulate new community ties.¹ This analysis is based on a multi-year field study and extended interviews of the neighborhood of Williamsburg, Brooklyn in New York City. In the past decade, this ethnic working-class neighborhood's primarily male industrial landscape and female domestic sphere has been supplanted by new mixed-gender, quasi-public spaces. Drawing on Jane Jacobs’ concepts of “eyes on the street” and “public characters” (Jacobs, 1961), I characterize women entrepreneurs as “faces on the street” who serve a key role in the transformation of neighborhood streets. This study focuses on the role of women in the gentrification process as an attempt to address the broader issue of the role of women in urban studies (DeSena, 2000; Leavitt, 2003).

Simulated child interviews, where adults play the role of a child witness for trainee investigative interviewers, are an essential tool used to train investigators to adhere to non‐leading, open‐ended questions. The aim of this study is to examine whether the use of a training procedure that guides persons playing the role of a child in simulated interviews results in interviewees producing more coherent narratives (measured by the number of story grammar details).

A total of 80 police officers individually engaged in ten‐minute interviews, whereby an untrained (colleague), or trained respondent, played the role of the child interviewee. For each child respondent condition, the interviews varied according to child age (five or eight years).

As predicted, trained respondents reported a higher proportion of story grammar elements and a lower proportion of contextual information than the untrained respondents, as well as more story grammar elements in response to open‐ended questions. However, there were limitations in how well both groups tailored their story grammar to the age of the child they were representing.

These findings demonstrate that our training procedure promotes a more coherent interviewee account, and facilitates a response style that is more reinforcing of open‐ended questions.