http://zone.biblio.laurentian.ca:8080/dspace The LU|ZONE|UL digital repository system captures, stores, indexes, preserves, and distributes digital research material. 2013-05-19T06:05:15Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1996 Title: Elder Abuse: A Bibliographic Investigation Authors: Maley, Desmond Abstract: Over the past few months, I have been assembling a bibliography on elder abuse that will soon be published on the Web site of the Ontario Network for the Prevention of Elder Abuse (www.onpea.org). I brought to this inquiry the tools I developed a decade ago during a sabbatical I spent developing subject-literature expertise in gerontology. That study was focussed exclusively on the print literature. Today, however, no bibliography would be complete without addressing the multifaceted nature of communication. Not only is there the traditional “hard copy” bibliography, there are videos, the Internet, and even the telephone. (Phone Busters, operated by the Ontario Provincial Police, does research on telemarketing scams and seniors.) I should emphasize this bibliography is not meant to be comprehensive, but a “brief bibliography” along the lines of the excellent series published by the Association for Gerontology in Higher Education.; Au cours des quelques derniers mois j’ai recueilli une bibliographie sur les mauvais traitements envers les personnes âgées qui sera publiée sous peu sur les site Web du Réseau ontarien de prévention des mauvais traitements à l'égard des personnes âgées (www.onpea.org). Dans cette investigation, j’ai utilisé les instruments que j’avais élaborés voilà dix ans pendant un congé sabbatique durant lequel j’ai acquis le savoir-faire relatif à la littérature-thématique en gérontologie. L’étude était exclusivement axée sur la littérature imprimée. Toutefoirs, aujourd’hui, aucune bibliographie ne serait complète sans aborder la nature diverse de la communication. À part la bibliographie traditionnelle « sur papier », il y a les vidéos, l’Internet et même le téléphone. (Phone Busters, géré par la Police provinciale de l’Ontario, fait des recherches sur le télémarketing frauduleux et les personnes âgées.) Je dois souligner que cette bibliographie n’est pas exhaustive, ce n’est qu’une «courte bibliographie » dans la tradition de l’excellente série publiée par la Association for Gerontology in Higher Education. 2002-11-19T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1994 Title: The German Encounter with Socialism, Democracy and Nationalism: Friedrich Ebert, 1871-1925 Authors: Buse, Dieter Abstract: This three-part study of one of Germany’s most important politicians of the early 20th century examines a biography in social context. It has been researched over a long period of time and the author was never satisfied with the third part. Part one explores the rise of Friedrich Ebert in German Social Democracy, the world’s largest pre-World War I social movement. His socialization in Imperial Germany, his more moderate ideological stance by the time he became a party secretary in 1905 and party co-leader in 1913 is traced in depth as he moved from agitator to organizer and part of a collegial leadership. Part two traces his shift in priorities from attaining socialism to establishing parliamentary government. He became by 1915/16 the decisive person in an altered Social Democracy that became ever more integrated in the German political system while still trying to reform it. In 1918/19 he headed the government during the revolutionary era at war’s end when he hindered more than aided transformation. His role remains a topic of division and debate among historians. Part three demonstrates how the national values of the war influenced his outlook and actions on behalf of the German state which he hoped to restore to great power status. By the time of his death he had moved to the political right as he associated with industrialists, militarists and state bureaucrats from the Imperial era and mostly lost contact to the working class from which he had emerged. 2013-05-06T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1993 Title: Microdata: making metadata matter Authors: Scott, Dan Abstract: In this session, Dan Scott (the contributor of the schema.org microdata enhancement for Evergreen and a participant in the schemabibex effort to extend schema.org to better support bibliographic data) will discuss the origins of the microdata standards, explain how nominally machine-readable cataloguing data can fit into the machine-actionable semantic web, reflect on the impact that a microdata-enabled catalogue has had at Laurentian University to date, and offer some thoughts about the future of microdata – including the schema.org and RDFa Lite standards. Description: WARNING: you may come away with ideas not only for enriching your library system, but for your web site and other web-based library applications as well! Microdata enables search engines and other automated processes to make sense of the data on a web page — like identifying the title, author, and identification number of a book from all of the other content on a given page. Web pages enhanced with microdata contribute to the semantic web, and in turn are more likely to be incorporated into search engines and advanced web applications. If it sounds like we should publish microdata from Evergreen’s catalogue, you will be pleased to know that Evergreen was (naturally) the first library system to incorporate microdata in its default public catalogue with the 2.2.0 release in June 2012. 2013-04-12T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1992 Title: Singing sands, squeal sounds and the stick-slip effect, a brief review Authors: Patitsas, Tom A. Description: Revised edition, December 10, 2012 2013-01-23T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1990 Title: Building Leadership Capacity Amongst Young Anishinaabe-Kwe Through Culturally-based activities and Creative Arts Authors: Cote-Meek, Sheila; Dokis-Ranney, Kathy; Lavallee, Lissa; Wemigwans, Dawn Abstract: There is no doubt that ongoing colonization has and continues to affect the overall health and wellbeing of Aboriginal peoples and women in particular. The colonial and imperial imposition of European values and ways have contributed to the decline in Aboriginal languages, culture and traditions as well as Aboriginal women’s economic status, community rights, and roles in the community. The high incidence of violence against Aboriginal women is one of the most profound and tragic results of ongoing colonization. In Canada, Aboriginal women are almost three times more likely to be subjected to violent victimization than their non-Aboriginal counterparts (Brennan, 2011). As well, the Report on Stolen Sisters documents that as of July 2009 520 Aboriginal women have gone missing or have been murdered in Canada in the last three decades (Amnesty International, 2009).While Amnesty International has raised awareness of the violence perpetuated against Aboriginal women in Canada relatively little has been done to address the issue. These statistics affirm that many Aboriginal women find themselves subjected to high levels of violence at the individual and societal levels. 2012-08-01T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1989 Title: Exploring the Impact of Ongoing Colonial Violence on Aboriginal Students in the Postsecondary Classroom Authors: Cote-Meek, Sheila Abstract: Framed within an Anishnaabe method and an anti-colonial discursive framework, this thesis explores how Aboriginal students confront narratives of colonial violence in the postsecondary classroom while at the same time living and experiencing colonial violence on a daily basis. In order to garner an understanding of what pedagogies might be useful in postsecondary classrooms that cover such curricula, I explored these questions by interviewing 8 Aboriginal students and 5 Aboriginal professors who were taking or teaching courses on Aboriginal peoples and colonial history. I also engaged two Aboriginal Elders in conversations on pedagogy because they are recognized as carriers of Aboriginal traditional knowledge. Drawing on the literature I theorize colonization as violent, ongoing and traumatic. Specifically, I trace how education for Aboriginal peoples has always been and continues to be part of the colonial regime—one that is marked by violence, abuse and a regime that has had devastating consequences for Aboriginal peoples. This thesis confirms that despite some changes to the educational system Aboriginal students and professors interviewed in this research still confront significant challenges when they enter sites such as the postsecondary classroom. The most profound finding in this thesis was the extent of racism that Aboriginal students confront and negotiate in postsecondary classrooms. These negotiations are especially profound and painful in mixed classrooms where the narrative of ongoing colonial violence is discussed. Aboriginal iii students also employ a number of strategies to resist ongoing colonialism and racism. The narrative of racism is not new but it does reaffirm that colonialism continues to have devastating effects on Aboriginal peoples. It also reaffirms the pervasiveness of violence in our society despite the fact that many would rather ignore or downplay the level of violence that exists. There is no doubt that the Aboriginal students interviewed in this research describe a significant psychological toll in an environment of ongoing colonialism and is especially difficult when revisiting historical and ongoing accounts of violence of their own colonial history. The thesis offers some suggestions for mitigating this impact in the classroom. 2010-05-01T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1988 Title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations Authors: Moeke-Pickering, Taima Abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. 2010-06-15T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1987 Title: Aambe Maajaadaa! Community organizing in Indigenous Communities and Leanne Simpson's Dancing on our Turtle's Back: Stories of Nishnaabeg Re-Creation, Resurgence, and a New Emergence Authors: Williamson, Tara Abstract: When I was asked to develop a community organizing course for the Aboriginal Emphasis Initiative in the social service worker program at Fleming College, I began running through the list of great books, articles, and other resources I’ve used or seen in the last few years on this topic. Although I do have a background in social work, I have also had the opportunity to study and work in the fields of law and Indigenous governance; and so, I look to all of these areas when considering the most current and relevant information on any topic. In the process, I quickly realized the kinds of divisions that still happen between disciplines that tend to limit the dialogue in any field before the conversation has even started. In response, I’d like to open the horizon a little and offer a book review of a new work that would normally be classified as “Native Studies” but which I have found to be an incredible contribution to the field of community development and organizing in its focus on Indigenous ways of thinking, knowing and how that relates to organizing and mobilizing in Indigenous communities. 2012-12-03T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1986 Title: Cultural competency - Working with Aboriginal Peoples: A non-Native perspective Authors: Vinkle, Erin Abstract: Throughout the course of my education in the Social Work field, I have come to learn about the importance of cultural competency as it pertains to the helping profession and working with Aboriginal peoples. There are many disheartening issues that First Nations communities face in our country today. I have gained some insight of the rules and regulations that the Federal government has placed upon Aboriginal people. Government legislation has created impossible boundaries that prevent Aboriginal populations the right to exercise equality in Canada. Unfortunately those most affected are the lives of many innocent Native women, children and families who struggle with poverty, violence and racism on a daily basis. Racism towards Aboriginal peoples continues to happen generation after generation. It is necessary within the social work profession to raise awareness about how our society lacks the knowledge and understanding of Aboriginal culture. If social work practice recognizes the need to be culturally competent when working with Aboriginal peoples then we should examine how our actions will lead us to that goal. 2012-12-03T00:00:00Z http://zone.biblio.laurentian.ca:8080/dspace/handle/10219/1985 Title: Indigenous Social Work Field Education: "Melq'ilwiye" Coming together towards reconciliation Authors: Clark, Natalie; Reid, Michelle; Drolet, Julie; Walton, Patrick; Peirce, Joanna; Charles, Grant; Vedan, Richard; Samuel, Miriam; Mathews, Nadine; Burke, Susan; Arnouse, Mike Abstract: This article describes a participatory action research project currently unfolding across five university/community sites from British Columbia to South India that is working to reveal, review and reconcile Indigenous social work and human service field education. Subsequent to a research development project identifying culturally safe practices in Aboriginal social work field education (Clark, Drolet, Arnouse, Mathew, Michaud, Walton, Tamburro, Derrick, & Armstrong, 2009) our intersectional research team set out to expand and center this Indigenous knowledge in five diverse university/community sites and begin a reconciliation process between mainstream dominant social work and human service theories, policies or practices that may be harmful for Indigenous students who are doing their field placements. The article considers how field education, and working by example, the researchers and the research project, can create fissures in the dominant normativity of this social work domain. The authors argue for an Indigenous intersectionality framework as an important component of reconciliation within social work field education. One of the goals of this research project is to center indigenous and local knowledges and to begin a reconciliation process within the social work and human service field education programs while maintaining strong commitments to social justice and activism. 2012-12-03T00:00:00Z