Download the questions that appear at the end of my book, "A Chance to Say Goodbye".
Jacobs, Barry J., PsyD. The Emotional Survival Guide for Caregivers: Looking After Yourself and Your Family While Helping an Aging Parent. New York: Guilford Press, 2006.
Rosenberger, Peter. Hope for the Caregiver: Encouraging Words to Strengthen Your Spirit. Brentwood, Tennessee: Worthy Inspired, 2014.
Karnes, Barbara, R.N. My Friend, I Care: The Grief Experience. Pamphlet edition: Barbara Karnes, 1991.
Kübler-Ross, Elisabeth and David Kessler. On Grief and Grieving: Finding the Meaning of Grief Through the Five Stages of Loss. New York: Scribner, 2014.
Kumar, Sameet M., PH.D. Grieving Mindfully: A Compassionate and Spiritual Guide to Coping with Loss. Oakland, California: New Harbinger Publications, Inc., 2005.
Wolfelt, Alan D., Ph.D. Understanding Your Grief: Ten Essential Touchstones for Finding Hope and Healing Your Heart. Ft. Collins, Companion Press, 2003.
Becker, Joshua. The More of Less: Finding the Life You Want Under Everything You Own. New York: Waterbrook, 2016.
Becker, Joshua. The Minimalist Home: A Room-by-Room to a Decluttered, Refocused Life. New York: Waterbrook, 2018.
Carver, Courtney. Soulful Simplicity: how living with less can lead to so much more. New York: TarcherPerigee, 2017.
Green, Melva, Dr. and Rosenfeld, Lauren. Breathing Room: Open Your Heart by Decluttering Your Home. New York: Atria Books/Beyond Words, 2014.
Hall, Julie. The Boomer Burden: Dealing with your Parent's Lifetime Accumulation of Stuff. Nashville: Thomas Nelson, 2012.
Jay, Francine. The Joy of Less: A Minimalist Guide to Declutter, Organize, and Simplify. San Francisco: Chronicle Books, 2016.
Kingston, Karen. Clear your Clutter with Feng Shui. New York: Broadway Books, 1999.
Kondo, Marie. The Life-Changing Magic of Tidying Up: The Japanese Art of Decluttering and Organizing. New York: Ten Speed Press, 2014.
Kondo, Marie. Spark Joy: An Illustrated Master Class on the Art of Organizing and Tidying Up. New York: Ten Speed Press, 2016.
Magnusson, Margareta. The Gentle Art of Swedish Death Cleaning: How to Free Yourself and Your Family from a Lifetime of Clutter. New York, Scibner, 2018.
St. James, Elaine. Simplify Your Life: 100 Ways to Slow Down and Enjoy the Things That Really Matter. New York: Hachette Books, 1994.
Kalina, Kathy. Midwife For Souls: Spiritual Care For The Dying. Boston: Pauline Books & Media, 2006.
Karnes, Barbara, R.N. The Final Act of Living, Barbara Karnes Books, Inc., 2012.
Karnes, Barbara, R.N. End of Life Guideline Series: A Compilation of Barbara Karnes Booklets [Gone From My Sight: The Dying Experience, The Eleventh Hour: A Caring Guideline for the Hours to Minutes Before Death, A Time to Live: Living with a Life-Threatening Illness]. Amazon Digital Services, 2012.
Anderson, Megory. Sacred Dying: Creating Rituals for Embracing the End of Life. New York: Marlowe & Company, 2003.
Butler, Katy. Knocking on Heaven's Door: The Path to a Better Way of Death. New York: Scribner, 2014.
Butler, Katy. The Art of Dying Well: A Practical Guide to a Good End of Life. New York: Scribner, 2019.
Byock, Ira, M.D. Dying Well: Peace and Possibilities at the End of Life. New York: Riverhead Books, 1998.
Byock, Ira, M.D. The Best Care Possible: A Physician's Quest to Transform Care Through the End of Life. New York: Avery, 2013.
Byock, Ira, M.D. The Four Things That Matter Most: A Book About Living. New York: Atria Books, 2014.
Doughty, Caitlin. Smoke Gets in Your Eyes: And Other Lessons from the Crematory. New York: W.W. Norton & Company, Inc. 2015.
Feldman, David B., PH.D., S. Andrew Lasher, Jr., M.D. The End-of-Life Handbook: A Compassionate Guide to Connecting with and Caring for a Dying Loved One. Oakland, California: New Harbinger Publications, 2008.
Gawande, Atul, M.D. Being Mortal: Medicine and What Matters in the End. New York: Metropolitan Books, 2014.
Hebb, Michael. Let's Talk About Death Over Dinner: An Invitation and Guide to Life's Most Important Conversations. New York, Da Capo Press, 2018.
Landry, Roger, MD, MPH. Live Long, Die Short: A Guide to Authentic Health and Successful Aging. Austin, Texas, Greenleaf Book Group, LLC. 2014.
Marcus, Erin. Talking about the End is Only the Beginning: Conversations Every Child Must Have with Their Aging Parents. Evanston, Illinois: MHP Publishing, 2015.
Mitford, Jessica. The American Way of Death-Revised. New York: Vintage Books, 1998.
Roach, Mary. Stiff: The Curious Lives of Human Cadavers. New York, W.W. Norton & Company, 2003.
Safer, Jeanne, Ph. D., Death Benefits: How Losing a Parent Can Change an Adult's Life-For The Better. New York: Basic Books, 2008.
Shultz, Lisa J. A Chance to Say Goodbye: Reflections on Losing a Parent. Breckenridge: High Country Publications, 2017.
Smith, Fran and Sheila Himmel. Changing the Way We Die: Compassionate End-of-Life Care and the Hospice Movement. Berkeley: Viva Editions, 2013.
Volandes, Angelo E., M.D. The Conversation: A Revolutionary Plan for End-Of-Life Care. New York: Bloomsbury USA, 2015.
Webb, Marilyn. The Good Death: The New American Search to Reshape the End of Life. New York: Bantam, 1999.
Williams-Murphy, Monica, M.D. and Kristian Murphy. It's Ok to Die. MKN, LLC, 2011.
Dupree, Ulrich E. Ho'oponopono: The Hawaiian Forgiveness Ritual as the Key to Your Life's Fulfillment, Forres, Scotland, Earthdancer Books, 2012.
Hawkins, David R. Letting Go: The Pathway to Surrender. Carlsbad, California: Hay House, Inc., 2012.
Newton, Michael, PH.D. Journey of the Souls: Case Studies of Life Between Lives. St. Paul: Llewellyn Publications, 1996.
Newton, Michael, PH.D. Destiny of the Souls: New Case Studies of Life Between Lives. St. Paul: Llewellyn Publications, 2000.
Ostaseski, Frank. The Five Invitations: Discovering What Death Can Teach Us About Living Fully. New York: Flatiron Books, 2017.
Rushnell, SQuire. When GOD Winks at You: How God Speaks Directly to You Through the Power of Coincidence. Nashville: Thomas Nelson, 2006.
Singer, Michael A. The Untethered Soul: The Journey Beyond Yourself. Oakland, California: New Harbinger Publications/ Noetic Books, 2007.
Tuttle, Will. The World Peace Diet: Eating for Spiritual Health and Social Harmony. New York: Lantern Books, 2016.
Wyatt, Karen, M.D. What Really Matters: 7 Lessons for Living from the Stories of the Dying. New York: SelectBooks, Inc., 2011.
Wyatt, Karen M.D. The TAO of Death: The Secret of a Rich & Meaningful Life. CreateSpace Independent Publishing Platform, 2016.
Bava, Rick. In Search of the Baby Boomer Generation. Motivational Press, 2015.
Brokaw, Tom. The Greatest Generation. New York: Random House Trade Paperbacks, 2005.
Brown, Brené. Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. New York: Avery, 2015.
Buettner, Dan. The Blue Zones: 9 Lessons For Living Longer from the People Who've Lived the Longest, Washington, D.C.: National Geographic Partners, 2012.
Cohen, Kerry. The Truth of Memoir: How to Write About Yourself and Others with Honesty, Emotion, and Integrity. Blue Ash, Ohio: Writer's Digest Books, 2014.
Lesser, Elizabeth. Marrow: Love, Loss and What Matters Most. New York: Harper Collins, 2016.
Williamson, Marianne. Tears to Triumph. New York: Harper Collins, 2016.
www.agingwithdignity.org ~ Aging with Dignity is a national nonprofit organization with a mission to affirm and safeguard the human dignity of individuals as they age and to promote better care for those near the end of life.
www.bkbooks.com/blog ~ Something to Think About: a blog on end of life by Barbara Karnes.
www.changingthewaywedie.com ~ Website about the book, Changing the Way We Die, with additional resources.
www.angelovolandes.com ~ Physician advocate for end-of-life conversations.
www.theconversationproject.org ~ The Conversation Project is dedicated to helping people talk about their wishes for end-of-life care.
www.theconversationbook.org ~ Video link advocating conversation and the three options of life-prolonging care, limited medical care, and comfort care.
www.youtube.com/user/OrderoftheGoodDeath/~ Ask a Mortician, videos from a mortician who wants to answer your questions.
http://deathoverdinner.org/ ~ The creators have gathered dozens of medical and wellness leaders to cast an unflinching eye at end of life and created an uplifting interactive adventure that transforms this seemingly difficult conversation into one of deep engagement, insight, and empowerment.
www.irabyock.org ~ Dr. Ira Byock is a leading palliative care physician, author, and public advocate for improving care through the end of life.
www.karenwyattmd.com ~ Her book, What Really Matters: 7 Lessons for Living from the Stories of the Dying, details her experiences as a hospice physician. Her book, The TAO of Death: The Secret of a Rich & Meaningful Life provides reflective wisdom and spirituality of the dying process.
www.eoluniversity.com ~ Resources and inspiration for the end of life.
www.oktodie.com ~ Their mission is to create conditions in which people: plan ahead, make their peace, understand that it is okay to die naturally, and make educated choices, which allow them to pass away peacefully and comfortably surrounded by those who love them most.
www.prepareforyourcare.org ~ A website that assists with making medical decisions for yourself and others, talk with your doctors, and get the medical care that is right for you.
www.mydirectives.com ~ MyDirectives makes it easy to create a state-of-the-art emergency, critical, and advance care plan.
www.caringinfo.org ~ CaringInfo, a program of the National Hospice and Palliative Care Organization, provides free resources to help people make decisions about end-of-life care and services before a crisis.
www.getpalliativecare.org ~ Information and resources for palliative care.
www.homefuneralalliance.org ~ National Home Funeral Alliance: This is the place to find information about home funerals, including directories for where to find home funeral guides, home funeral education programs, home-funeral-friendly funeral directors, celebrants, clergy, and groups who will help families when needed.
www.funerals.org/greenburial ~ Green (or natural) burial emphasizes simplicity and environmental sustainability. The body is neither cremated nor prepared with chemicals such as embalming fluids. It is simply placed in a biodegradable coffin or shroud and interred without a concrete burial vault. The grave site is allowed to return to nature. The goal is complete decomposition of the body and its natural return to the soil.
www.cremationassociation.org www.cremationassociation.org/page/CremationProcess~ Cremation Association of North America. Provides information on flame-based cremation and water based cremation/alkaline hydrolysis.
www.funeralwise.com/plan/cremation/cremation-process/~ Funeralwise describes the cremation process in detail.
www.nolo.com/legal-encyclopedia/alkaline-hydrolysis-laws-your-state~ Describes alkaline hydrolysis and gives information about what US states offer it.
www.greenburialcouncil.org ~ Green Burial Council believes burial is "green" only when it furthers legitimate environmental and societal aims, such as protecting worker health, reducing carbon emissions, conserving natural resources, and preserving habitat.
www.greenburialnaturally.org ~ Green Burial Naturally: State-By-State Where, How, and Why to Choose Green Burial.
www.celebrationsoflife.net ~ Their mission is to provide a meaningful Legacy Journey® experience to help individuals and families live their lives with intention and share their values, wisdom, and generosity with loved ones and future generations.
https://www.ncoa.org/healthy-aging/falls-prevention/ ~ Information online about Falls Prevention by the National Council on Aging.
https://www.tuck.com/best-medical-alert-systems/~ Which Medical Alert Devices are Best for Seniors?
http://www.bankrate.com/finance/debt/request-credit-freeze-for-deceased.aspx#ixzz3tHcYGuCW ~ How to request a credit freeze for the deceased.
https://www.eoluniversity.com/yearofreading~ Virtual book club that explores death and the afterlife through books-monthly book suggestions, includes teleconference with author at end of month.
Perhaps a few of these resources called to you. To read a more in-depth review of each book, visit and follow Lisa on Goodreads. If you have found or read any books or articles that you believe would be good additions to this list, please contact me. This resources list is ever-expanding and updated thanks to the suggestions of my readers and further research since the book's publication.


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Maud de Braose, Lady of Bramber (c. 1155 – 1210) was an English noble, the spouse of William de Braose, 4th Lord of Bramber, a powerful marcher baron and court favourite of King John of England. She would later incur the wrath and enmity of the king who caused her to be starved to death in the dungeon of Corfe Castle along with her eldest son. In contemporary records, she was described as beautiful, very wise, doughty, and vigorous. She kept up the war against the Welsh and conquered much from them.

She features in many Welsh myths and legends; and is also known to history as Matilda de Braose, Moll Wallbee and Lady of La Haie.

Family and marriage
She was born Maud de St. Valery (Maud de Saint-Valéry) in France in about 1155, the child of Bernard de St. Valéry of Hinton Waldrist in Berkshire (now Oxfordshire) and his first wife, Matilda. Her paternal grandfather was Reginald de St. Valéry (died c.1162).

She had many siblings and half-siblings, including Thomas de St. Valéry (died 1219), who was a son of Bernard by his second wife Eleanor de Domnart. Thomas married Adele de Ponthieu, by whom he had a daughter, Annora, who in her turn married Robert III, Count of Dreux, by whom she had issue. Thomas fought on the French side, at the Battle of Bouvines on 27 July 1214.

Sometime around 1166, Maud married William de Braose, 4th Lord of Bramber, son of William de Braose, 3rd Lord of Bramber and Bertha of Hereford de Pitres. He also held the lordships of Gower, Hay, Brecon, Radnor, Builth, Abergavenny, Kington, Painscastle, Skenfrith, Grosmont, White Castle and Briouze in Normandy. When King John of England ascended the throne in 1199, Braose became a court favourite and was also awarded the lordship of Limerick, Ireland. Maud had a marriage portion, Tetbury, from her father's estate.

Maud supported her husband's military ambitions and he put her in charge of Hay Castle and surrounding territory.
She is often referred to in history as the Lady of Hay. In 1198, Maud defended Painscastle in Elfael against a massive Welsh attack led by Gwenwynwyn, Prince of Powys. She successfully held off Gwenwynwyn's forces for three weeks until English reinforcements arrived. Over three thousand Welsh were killed. Painscastle was known as Matilda's Castle by the locals.

Maud and William are reputed to have had 16 children. The best documented of these are listed below.

Issue
 Maud de Braose (died 29 December 1210), married Gruffydd ap Rhys II, by whom she had two sons, Rhys and Owain.
 William de Braose (died 1210). Starved to death with his mother in either Windsor or Corfe Castle. He married Maud de Clare, daughter of Richard de Clare, 3rd Earl of Hertford, by whom he had issue, including John de Braose.
 Margaret de Braose (died after 1255), married Walter de Lacy, Lord of Meath, son of Hugh de Lacy, Lord of Meath and Rohese of Monmouth.
 Reginald de Braose (died between 5 May 1227 and 9 June 1228), married, firstly, Grace, daughter of William Briwere, and, secondly, in 1215, Gwladus Ddu, daughter of Welsh Prince Llewelyn the Great. He had issue by his first wife, including William de Braose, who married Eva Marshal.
 Giles de Braose, Bishop of Hereford (died 13 November 1215)
 John de Braose (died before 27 May 1205), married Amabil de Limesi.
 Loretta de Braose, married Robert de Beaumont, 4th Earl of Leicester. She died without issue.
  Annora de Braose, married Hugh de Mortimer and later became a recluse at Iffley.
  Flandrina de Braose, Abbess of Godstow, (elected 1242, deposed 1248).

Enmity of King John
In 1208, William de Braose quarrelled with his friend and patron King John. The reason is not known but it is alleged that Maud made indiscreet comments regarding the murder of King John's nephew Duke Arthur I of Brittany. There was also a large sum of money (five thousand marks) de Braose owed the king. Whatever the reason, John demanded Maud's son William be sent to him as a hostage for her husband's loyalty. Maud refused, and stated loudly within earshot of the king's officers that "she would not deliver her children to a king who had murdered his own nephew." The king quickly led troops to the Welsh border and seized all of the castles that belonged to William de Braose. Maud and her eldest son William fled to Ireland, where they found refuge at Trim Castle with the de Lacys, the family of her daughter Margaret. In 1210, King John sent an expedition to Ireland. Maud and her son escaped but were apprehended in Galloway by Donnchadh, Earl of Carrick. After being briefly held at Carrickfergus Castle, they were dispatched to England.

Imprisonment and death
Maud and William were first imprisoned at Windsor Castle, but were shortly afterwards transferred to Corfe Castle in Dorset where they were placed inside the dungeon. The contemporaneous History of the Dukes of Normandy and Kings of England claims Maud and William both starved to death. It is also said that John had her with her son imprisoned at Corfe castle and ordered that a sheaf of oats and one piece of raw bacon be given to them. He did not allow them to have any more meat. After eleven days, the mother was found dead between her son's legs. Her son, who was also dead, was found sitting straight, bent against the wall. So desperate was the mother that she had eaten the flesh from her own son's cheeks. The manner in which they met their deaths so outraged the English nobility that the Magna Carta, which King John was forced to sign in 1215, contains clause 39: "No man shall be taken, imprisoned, outlawed, banished or in any way destroyed, nor will we proceed against or prosecute him, except by the lawful judgement of his peers or by the law of the land."

Her husband died a year later in exile in France where he had gone disguised as a beggar to escape King John's wrath after the latter had declared him an outlaw, following his alliance with Llywelyn the Great, whom he had assisted in open rebellion against the king, an act which John regarded as treason. He was buried in the Abbey of St. Victor, Paris.

Maud's daughter Margaret de Lacy founded a religious house, the Hospital of St. John, in Aconbury, Herefordshire in her memory. On 10 October 1216, eight days before his death, King John conceded three carucates of land in the royal forest of Aconbury to Margaret for the construction of the religious house. He sent the instructions to her husband Walter de Lacy, who held the post of Sheriff of Hereford, by letters patent.

Legends
Maud de Braose features in many Welsh folklore myths and legends. There is one legend which says that Maud built the castle of Hay-on-Wye single handed in one night, carrying the stones in her apron.
She was also said to have been extremely tall and often donned armour while leading troops into battle.

The legend about her building Hay Castle probably derives from the time she added the gateway arch to a tower which was built in the 1180s.

In fiction
A book entitled Lady of Hay was written by author Barbara Erskine. It is a highly fictional account of Maud's life simultaneously set in the past and in 20th-century England where she was fictitiously reincarnated as a modern Englishwoman. Maud is also mentioned in the novel Here Be Dragons by Sharon Penman, and in the novels To Defy A King and The Scarlet Lion by Elizabeth Chadwick, and in Jean Plaidy's novel The Prince of Darkness about King John. The incident of Maud's starvation and death at the hands of King John is fictionalized in Pamela Kaufman's The Prince of Poison.

References

Bibliography
 Costain, Thomas B. (1962). The Conquering Family. Graden City, New York: Doubleday and Company, Inc.

Anglo-Normans
English murder victims
1150s births
1210 deaths
People from Abergavenny
People from Bramber
People from Vale of White Horse (district)
Women in medieval European warfare
Deaths by starvation
Women in 12th-century warfare
Women in 13th-century warfare
12th-century English women
12th-century English people
13th-century English women
13th-century English people
Women in war in Britain

redpajama_set_name: RedPajamaWikipedia


Frigg (or Frigga) is the goddess of marriage, family, and motherhood in Norse mythology. She is the wife of Odin (chief of the Æsir), by whom she is the mother of Baldr and Höðr, and stepmother of Thor (Odin's eldest son) and Víðarr. Ruling Asgard as queen alongside the All-Father, Frigg often dwells in the dense, foggy lands of Fensalir (Old Norse: "Halls of Fen") when her husband is away on one of his quests for knowledge; additionally, she is the only one besides Odin permitted to sit on his throne Hliðskjálf, and look out across the Nine Realms. Serving as Frigg's attendants are Eir, the gods' doctor and goddess of healing, Hlín (a goddess of protection), Gná (a messenger goddess), and Fulla (a fertility goddess). It is unclear whether Frigg's companions and attendants are simply different aspects of Frigg herself (cf. avatar).
This page was last changed on 1 March 2018, at 19:38.


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Below is a list of journal articles, book chapters/reviews and other referred contributions from the Language and Cognitive Development Lab. If you would like a copy of any of the following articles, please send us an e-mail at babytalk@ucalgary.ca.
Our articles are available through the University's PRISM repository. To access our publications through the PRISM repository, click here.
Vukatana, E., Zepeda, M., Anderson, N., Curtin, S., & Graham, S.A. (in press). 11-month-olds link sound properties with animal categories. Frontiers in Psychology.
Anderson, N., Graham, S.A., … Madigan, S. (in press). Linking quality and quantity of parental linguistic input to child language skills: A meta-analysis. Child Development
Hentges, R., Graham, S.A., Fearon, P., Tough, S., & Madigan, S. (2020). The chronicity and timing of prenatal and antenatal maternal depression and anxiety on child outcomes at age 5. Depression and Anxiety, 37, 576-586. https://doi.org/10.1002/da.23039
Switzer, J., San Juan, V., & Graham, S.A. (2020). Preschoolers use helpful and harmful interactions to predict social category membership. Developmental Psychology. https://doi.org/10.1037/dev0000925
Khu, M., Chambers, C., & Graham, S.A. (2020). Preschoolers flexibly shift between speakers' perspectives during real-time language comprehension. Child Development. 91, e619-e634. doi.org/10.1111/cdev.13270
Burles, F., Liu, I., Hart, C., Murias, K., Graham, S.A., & Iaria, G. (2020). The emergence of cognitive maps for spatial navigation in seven- to ten-year-old children. Child Development, 91, e733-e744.
https://doi.org/10.1111/cdev.13285
Zepeda, M.S., & Graham, S.A. (2019). Does category-training facilitate 11-month-olds' acquisition of unfamiliar category-property associations? Infant Behavior and Development, 57, https://doi.org/10.1016/j.infbeh.2019.101380
Schroeder, M. McKeough, A., Graham, S.A., & Norris, S. P. (2019) Students' views of uncertainty in formal and personal science. Research in Science & Technological Education, 37, 239-257.
Hentges, R., Madigan, S., Plamondon, A., Collisson, B., Tough, S., & Graham, S.A. (2019). Heterogeneous Trajectories of Delayed Communicative Development from 12 to 36 Months: Predictors and Consequences. Journal of Developmental and Behavioral Pediatrics, 40, 335-343. 10.1097/DBP.0000000000000677
Madigan, S., Prime, H., Graham, S.A., Rodriguez, M., Anderson, N., Khoury, J., Jenkins, J. (2019). Parenting Behavior and Child Language: A Meta-Analysis. Pediatrics. 144(4):e20183556; https://doi.org/10.1542/peds.2018-3556
Deighton, S., Ju, N., Graham, S.A., & Yeates, K.O. (2019). Pragmatic Language Comprehension after Pediatric Traumatic Brain Injury: A Scoping Review. Journal of Head Trauma Rehabilitation, 35(2):E113-E126. doi:10.1097/HTR.0000000000000515
Hentges, R. F., Graham, S.A, Plamondon, A., Tough, S., &. Madigan, S. (2019). A developmental cascade from prenatal stress to child internalizing and externalizing problems: Findings from a prospective pregnancy cohort. Journal of Pediatric Psychology, 44, 1057-1067. doi: 10.1093/jpepsy/jsz044
Noel, M., Pavlova, M., Lund, T., Jordan, A., Chorney, J., Rasic, N., Brookes, J., Hoy, M., Yunker, W., & Graham, S. (2019). The role of narrative in the development of children's pain memories: influences of father- and mother-child reminiscing on children's recall of pain. Pain, 160, 1866-1875.
Pavlova, M., Graham, S., Jordan, A., Chorney, J., Vinall, J., Rasic, N., Brookes, J., Hoy, M., Yunker, W., & Noel, M. (2019). The socialization of pain memories: A comparative analysis of parent-child reminiscing about past events involving pain and sadness. Journal of Pediatric Psychology 44, 679-691.
Fischer, S.D., Vinall, J., Pavlova, M., Graham, S. , Jordan, A., Chorney, J., Rasic, N., Brookes, J.T., Hoy, M., Yunker, W.K, & Noel, M. (2019). The role of anxiety in young children's pain memory development following surgery. Pain, 160, 965-972.
San Juan, V. Lin, C., Mackenzie, H., Curtin, S. & Graham, S.A. (2019). Not speaking the same language: 17-month-olds shift their perception of novel labels following brief exposure to non-native language. Journal of Child Language.46, 594-605. doi:10.1017/S0305000918000466
Campbell, J., Graham, S.A., & Curtin, S. (2019). Word level stress and lexical processing in 17-month-old infants. Infancy, 24, 5-23. doi.org/10.1111/infa.12268
Anderson, N., Meagher, K., Welder, A. Graham, S.A. (2018). Animacy cues facilitate 10-month-olds' categorization of novel objects with similar insides. PLOSOne. doi.org/10.1371/journal.pone.0207800
Curtin, S., & Graham, S.A. (2018). When phonology guides learning. Applied Psycholinguistics, 39, 729-734. [invited commentary]
Khu, M., Chambers, C. G., Graham, S.A. (2018). When you're happy and I know it: Four-year-olds' emotional perspective-taking during on-line language comprehension. Child Development, 89, 2264-2281. DOI: 10.1111/cdev.12855
Thacker, J.M., Chambers C.G., & Graham SA (2018) Five-Year-Olds' and Adults' Use of Paralinguistic Cues to Overcome Referential Uncertainty. Front. Psychol. 9:143. doi: 10.3389/fpsyg.2018.00143
Thacker, J., Chambers, C., & Graham, S.A (2018). When it is apt to adapt: Flexible reasoning guides children's use of talker identity and disfluency cues. Journal of Experimental Child Psychology, 167, 314-327. https://doi.org/10.1016/j.jecp.2017.11.008
Owens, S.J., Thacker, J. & Graham, S.A. (2017). Disfluencies signal reference to novel objects for adults but not children. Journal of Child Language. Doi: https://doi.org/10.1017/S0305000917000368
San Juan, V., Chambers, C.G., Berman, J.M.J., Humphrys, C., & Graham, S.A. (2017). The Object of My Desire: 5-Year-Olds Rapidly Reason about their Speaker's Desire During Referential Communication. Journal of Experimental Child Psychology, 162, 101-119.
Khu, M., Chambers, C. G., Graham, S.A. (2017). When you're happy and I know it: Four-year-olds' emotional perspective-taking during on-line language comprehension. Child Development. DOI: 10.1111/cdev.12855
Tough, S., McDonald, S., Collisson, B.A., Graham, S.A., Kehler, H., Kingston, D., Benzies, K. (2017). Cohort profile: The All Our Babies pregnancy cohort (AOB). International Journal of Epidemiology. 1-13, doi.org/10.1093/ije/dyw363
Switzer, J. & Graham, S.A. (2017). 14- to 16-month-olds Attend to Distinct Labels in an Inductive Reasoning Task. Frontiers in Psychology, 8, 1-14 . doi.org/10.3389/fpsyg.2017.00609
Graham, S.A., Gelman, S., & Clarke, J. (2016). Generics license 30-month-olds' inferences about the atypical properties of novel kinds. Developmental Psychology, 52, 1353-1362.
Graham, S.A., & Madigan. S. (2016). Bridging the Gaps in the Study of Typical and Atypical Cognitive Development: A Commentary. Journal of Cognition and Development, 17, 671-681.
Collisson, B.A., Graham, S.A., Preston, J.L., Rose, S. McDonald, S., & Tough, S. (2016). Risk and Protective Factors for Late Talking: An Epidemiological Investigation. The Journal of Pediatrics, 172, 168-174 e.1.
Owens, S. & Graham, S.A (2016). Thee, uhh disfluency effect in preschoolers: A cue to discourse status. British Journal of Developmental Psychology, 34, 388-401, DOI: 10.1111/bjdp.12137
Berman, J.M.J., Chambers, C. G., & Graham, S.A., (2016). Preschoolers' Real-Time Integration of Vocal and Facial Emotional Information. Journal of Experimental Child Psychology, 142, 391-399. http://dx.doi.org/10.1016/j.jecp.2015.09.014
Vukatana, E., Curtin, S., & Graham, S.A. (2015). Infants' acceptance of phonotactically illegal word forms as object labels. Journal of Child Language, DOI: 10.1017/S0305000915000707
San Juan, V., Khu, M., & Graham, S.A. (2015). A new perspective on children's communicative perspective-taking: When and how do children use perspective inferences to inform spoken language comprehension? Child Development Perspectives, 9, 245-249, DOI: 10.1111/cdep.1214 1
Henderson, A. M., Graham, S. A., & Schell, V. (2015). 24-month-olds' selective learning is not an all-or-none phenomenon. PloS one, 10(6), e0131215. doi:10.1371/journal.pone.0131215
Vukatana, E., Graham, S. A., Curtin, S., & Zepeda, M. S. (2015). One is not enough: Multiple exemplars facilitate infants' generalizations of novel properties. Infancy. doi:10.1111/infa.12092.
Khu, M., Graham, S. A., & Ganea, P. (2014). Learning from picture books: Infants' use of naming information. Frontiers in Developmental Psychology, 5:144. doi:10.3389/fpsyg.2014.00144
Keates, J., Graham, S. A., & Ganea, P. (2014). Infants transfer nonobvious properties from pictures to real-world objects. Journal of Experimental Child Psychology, 125, 35-47. doi.org/10.1016/j.jecp.2014.02.003
Graham, S. A, Nilsen, E.A, Mah, J.T., Morison, S., MacLean, K., Fisher, L.,Brooks, B., Ames, E. (2014). An examination of communicative interactions of children from romanian orphanages and their adoptive mothers. Canadian Journal of Behavioral Science, 46, 9-19. doi:10.1037/a0033916
Graham, S. A, Sedivy, J., & Khu, M. (2014). That's not what you said earlier: Preschoolers expect partners to be referentially consistent. Journal of Child Language, 41, 34-50.
MacKenzie, H.K., Graham, S. A., Curtain, S., & Archer, S. (2014). The flexibility of 12-month-olds' preferences for phonologically appropriate object labels. Developmental Psychology, 50, 422-430. doi:10.1037/a0033524
Berman, J. M., Khu, M., Graham, I., & Graham, S. A. (2013). ELIA: A software application for integrating spoken language and eye movements. Behavior research methods, 1-10.
Berman, J., Graham, S. A., Callaway, D., & Chambers, C.G. (2013). Preschoolers use emotion in speech to map new words to objects. Child Development, 84, 1791-1805. doi:10.1111/cdev.12074
Berman, J., Graham, S. A., & Chambers, C.G. (2013). Contextual Influences on Children's Use of Vocal Affect Cues During Referential Interpretation. Quarterly Journal of Experimental Psychology, 66, 705-726.
Graham, S. A., Keates, J., Vukatana, E., & Khu, M. (2013). Distinct labels attenuate 15-month-olds' attention to shape in an inductive inference task.Frontiers in Psychology, 3.
Gelman, S.A., Ware, L.A., Manczak, E.M, & Graham, S. A., (2013). Knowledge expressed in pedagogical and non-pedagogical contexts.Developmental Psychology, 49, 491-504.
MacKenzie, H.M., Curtin, S., & Graham, S. A., (2012). Class Matters: 12-month-olds' word-object associations privilege content over function words.Developmental Science, 15, 753-761.
MacKenzie, H., Curtin, S., & Graham, S. A. (2012). 12-month-olds' phonotactic knowledge guides their word-object mappings. Child Development, 83, 1129-1136.
Collins, S.J., Graham, S. A., & Chambers, C.G. (2012). Preschoolers' Sensitivity to Speaker Action Constraints to Infer Communicative Intent.Journal of Experimental Child Psychology., 112, 389-402.
Nilsen, E.S., & Graham, S. A. (2012). The development of preschoolers' appreciation of communicative ambiguity. Child Development, 83, 1400-1415.
Graham, S. A., Booth, A.E., & Waxman, S.R. (2012). Words are not features of objects: Only consistently applied nouns guide 4-year-olds' inferences about object categories. Language Learning and Development, 8, 1-11.
Graham, S. A., Nilsen, E.S., Friesen, C.K., Johnson, J. (2011). Examining the role of attention and intention in two-year-olds' acquisition of novel words. Enfance, 3, 311-328.
MacKenzie, H., Graham, S. A., & Curtin, S. (2011). 12-month-olds privilege words over other linguistic sounds in an associative learning task.Developmental Science, 14, 249-255.
Graham, S. A., Nayer, S.L., & Gelman, S.A. (2011). Two-year-olds use the generic/non-generic distinction to guide their inferences about novel kinds.Child Development, 82, 493-507.
Schroeder, M., Graham, S. A., McKeough, A., Stock, H., & Palmer, J. (2010). Gender differences in preschoolers' understanding of the concept of 'life.' Journal of Early Childhood Research 8,227-238.
Graham, S. A., Namy, L., Gentner, D., & Meagher, K.D. (2010). The role of comparison in preschoolers' novel object categorization. Journal of Experimental Child Psychology, 107,280-290.
Berman, J.M.J., Chambers, C.G., & Graham, S. A. (2010). Preschoolers' appreciation of speaker vocal affect as a cue to referential intent. Journal of Experimental Child Psychology, 107, 87-99.
Diesendruck, G., & Graham, S. A. (2010). Kind matters: A reply to Samuelson & Perone. Cognitive Development, 25, 149-153.
Graham, S. A., & Diesendruck, G. (2010). Fifteen-month-old infants attend to shape over other perceptual properties in an induction task. Cognitive Development, 25, 111-123.
Graham, S. A., Welder, A.N., Merrifield, B., & Berman, J.M.J. (2010). Preschoolers' extension of novel words to animals and artifacts. Journal of Child Language, 37, 913-927.
Graham, S. A., Nilsen, E.S., & Collins, S. & Olineck. K.M. (2010). The role of gaze direction and mutual exclusivity in guiding 24-month-olds' word mappings. British Journal of Developmental Psychology, 28, 449-465.
Stock, H.R., Graham, S. A., & Chambers, C.G. (2009). Generic language and speaker confidence guide preschoolers' inferences about novel animate kinds. Developmental Psychology, 45, 884-888.
Nilsen, E.S., Graham, S. A., & Pettigrew, T. (2009). Preschoolers' word mapping: The interplay between labelling context and quality of speaker attention. Journal of Child Language, 36, 673-684.
Schroeder, M., McKeough, A., Graham, S., Stock, H. & Bisanz, G. (2009). The contribution of trade books to early science literature: In and out of school. Research in Science Education, 39. 231-250.
Nilsen, E.S., & Graham, S. A. (2009). The relations between children's communicative perspective-taking and executive functioning. Cognitive Psychology, 58, 220–249.
Keates, J., & Graham, S. A. (2008). Category labels or attributes: Why do labels guide infants' inductive inferences? Psychological Science, 19, 1287-1293.
McKeough, A., Bird, S., Tourigny, E., Romaine, A., Graham, S., Ottmann, J., & Jeary, J. (2008). Storytelling as a foundation to literacy development for Aboriginal children: Culturally- and developmentally-appropriate practices. Canadian Psychology, 49,148-154.
Chambers, C.G., Graham, S. A., & Turner, J. (2008). When hearsay trumps evidence: How generic language guides preschoolers' inferences about unfamiliar things. Language and Cognitive Processes, 23 (5), 749-766.
Nilsen, E.S., Graham, S. A., Smith, S.L., & Chambers, C.G. (2008). Preschoolers' sensitivity to referential ambiguity: Evidence for a dissociation between implicit understanding and explicit behavior. Developmental Science, 11 (4), 556–562.
Graham, S. A., & Kilbreath, C.S. (2007). It's a sign of the kind: Gestures and words guide infants' inductive inferences. Developmental Psychology, 43(5) 1111-1123.
Schroeder, M., McKeough, A., Graham, S. A., Stock, H. & Palmer, J. (2007). Teaching preschoolers about inheritance. Journal of Early Childhood Research, 5, 64-82.
Nayer, S.L., & Graham, S.A. (2006). Children's communicative strategies in novel and familiar word situations. First Language, 26, 403–420.
Graham, S.A., Stock, H. & Henderson, A. (2006). Nineteen-month-olds' understanding of the conventionality of object labels versus desires.Infancy, 9, 341-350.
Diesendruck, G., Hall, D.G., & Graham, S.A. (2006). Children's use of syntactic and pragmatic knowledge in the interpretation of novel adjectives. Child Development, 77, 16-30.
Welder, A.N., & Graham, S.A. (2006). Infants' categorization of novel objects with more or less obvious features. Cognitive Psychology, 52, 57-91.
Henderson, A.M.E., & Graham, S.A. (2005). Two-year-olds' appreciation of the shared nature of novel object labels. Journal of Cognition and Development, 6, 381-402.
Graham, S.A., Cameron, C.L, & Welder, A.N. (2005). Preschoolers' extension of familiar adjectives. Journal of Experimental Child Psychology, 91, 205-226.
Graham, S.A., Turner, J.N., & Henderson, A.M.E. (2005). The influence of object pre-exposure on 2-year-olds' disambiguation of novel labels. Journal of Child Language, 32, 207-222.
Graham, S.A., Kilbreath, C.S., & Welder, A.N. (2004). 13-month-olds rely on shared labels and shape similarity for inductive inferences. Child Development, 75, 409-427.
Graham, S.A., Welder, A.N., McCrimmon, A.W. (2003). Hot dogs and zavy cats: Preschoolers' and adults' expectations about familiar and novel adjectives. Brain and Language, 84, 16-37.
Demke, T.L, Graham, S.A., & Siakaluk, P. (2002). The influence of exposure to phonological neighbours on pre-schoolers novel word production. Journal of Child Language, 29, 379-392.
Welder, A.N., & Graham, S.A. (2001). The influence of shape similarity and shared labels on infants' inductive inferences about nonobvious object properties. Child Development, 72, 1653-1673.
Graham, S.A., Williams, L.D., & Huber, J.F. (1999). Preschoolers' and adults' reliance on object shape and object function for lexical extension. Journal of Experimental Child Psychology, 74, 128-151.
Graham, S.A. & Poulin-Dubois, D. (1999). Infants' use of shape to extend novel labels to animate and inanimate objects. Journal of Child Language, 26, 295-320.
Hall, D.G., & Graham, S.A. (1999). Lexical form class information guides word-to-object mapping in preschoolers. Child Development, 70, 78-91.
Poulin-Dubois, D., Frank, I., Graham, S.A., & Elkin, A. (1999). The role of shape similarity in toddler's lexical extensions. British Journal of Developmental Psychology, 17, 21-36.
Graham, S.A., Baker, R.K., & Poulin-Dubois, D. (1998). Infants' expectations about object label reference. Canadian Journal of Experimental Psychology, 52, 103-112.
Graham, S.A., Poulin-Dubois, D., & Baker, R.K. (1998). Infants' disambiguation of novel object words. First Language, 18, 149-164.
Graham, S.A., & Poulin-Dubois, D. (1996). Speaking of language: Thoughts on associations. Behavioral and Brain Sciences, 19, 636.
Poulin-Dubois, D., Graham, S.A., & Riddle, A.S. (1995). Object parts and the acquisition of novel object words by young children. First Language, 45, 301-316.
Poulin-Dubois, D., Graham, S., & Sippola, L. (1995). Early lexical development: The contribution of parental labelling and infants' categorization abilities. Journal of Child Language, 22, 325-343.
Kline, R.B., Graham, S.A., & Lachar, D. (1993). Are IQ scores valid for children who are poor readers? Psychological Assessment, 5, 400-407.
Book, Book Chapters and Reviews
Graham, S.A., San Juan, V., & Vukatana, E. (2016). The acquisition of words. In. E. Bavin and L. Naigles (Eds.). Cambridge Handbook of Language Development. Cambridge University Press.
Graham, S.A., & Vukatana, E. (2014). Word-to-world mapping. In P. Brookes & V. Kempe (Eds), Encyclopedia of Language Development (p. 679-681). Thousand Oakes, CA: Sage.
Curtin, S., & Graham, S.A., (2014). Early word learning. In P. Brookes & V. Kempe (Eds), Encyclopedia of Language Development (pp. 183-186). Thousand Oakes, CA: Sage.
Siegler, R., Eisenberg, N., DeLoache, J., Saffran, J., & Graham, S. (2014). How Children Develop (4th Canadian Edition). New York: Worth Publishers.
McKeough, A. & Graham, S. (2008). Caregiver Narrative: Narrative Development 0-12 Months. In L.M. Phillips (Ed.), Handbook of language and literacy development: A Roadmap from 0 - 60 Months. [online], pp. 1 - 5. London, ON: Canadian Language and Literacy Research Network. Available at: www.theroadmap.ca/narratives.
Poulin-Dubois, D., & Graham, S.A. (2007). Cognitive processes in early word learning. In M. Shatz and E. Hoff (Eds.). Handbook of Language Development (pp. 191-211). Malden, NJ: Blackwell Publishing.
Graham, S. A., Nilsen E. S., & Nayer, S. L. (2007). Following the intentional eye: The role of eye gaze cues in word learning. In R. Flom, K. Lee, & D. Muir (Eds.), Gaze following: Its development and significance (pp. 193-216). Mahwah, NJ: Erlbaum Associates.
Poulin-Dubois, D, & Graham, S.A. (1994). Infant categorization and early object word meaning. In A. Vyt, H. Bloch, & M.H. Bornstein (Eds.), Early child development in the French tradition (pp. 207-225). Hillsdale, N.J.: Lawrence Erlbaum Publishers.

redpajama_set_name: RedPajamaCommonCrawl


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This activity has received funding from EIT Food, the Innovation community on Food of the European Institute of Innovation and Technology (EIT), a body of the EU, under the horizon 2020, the EU Framework Programme for Research and Innovation
Food Unfolded
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Insect Crop Combat: Beetles vs Aphids
October 24, 2018 By Luke Cridland My Articles
From the moment we plant our food in the ground to the moment we eat it, there's always something else looking to get a bite too.
Whether fruit, veg or cereal, crops are a tasty morsel for many living things all the way through the process. Insects, for example, can be one of our biggest food foes. One method farmers use to protect their crops is something called beetle banks.
A beetle bank is a strip of land in the middle of a crop field specifically created for insects, not for crops. Beetle banks are intentionally put there to act as a home for aphid-eating insects and spiders. These beetle banks were the brainy idea of UK farmers from the early 1990s. The concept is simple, yet effective. Click through the slides below to find out more.
So why do farmers want predatory insects in the middle of their field? That's valuable land that could be used for crops, right? Well, aphids and a few other insects out there are also eating their crops, that's why.
Naturally, farmers want to get rid of these pests as quickly and as easily as possible, because their crops are being ruined. And natural predators can be a great way of ticking both of these boxes.
But you may be thinking, why aren't these insects already chomping up these aphids and their buddies, if they are indeed their natural predators? Well, many of these predatory insects can't actually reach the pests in the middle of crop fields, with their homes being in the more naturally wild terrain surrounding crop fields. That might not seem that far to go for us, but in insect terms, that's like going to another country.
If the food is there though, surely, it'd be worth the trip and staying? Well, crop fields aren't ideal places for these insects to live in either, especially during their hibernation over winter. And that's where beetle banks come in. Here, a strip of land is put aside in the middle of a crop field to plant grass (tussock grass, to be exact). Tussock grass is known for breaking out into big tufts, and they act like insect apartment blocks for these little guys.
So, with insects being able to stay warm and dry in beetle banks over the winter, a bug city is formed. And come summer, these insects pay the rent for their new homes by munching away on all the pesky, crop-eating bugs next door in the crop field.
This is great for farmers, as not only do beetle banks significantly reduce crop damage, they are a control method that does so without a drop of pesticide!
So, there you have it, beetle banks are an innovative agricultural technology as they actually use what nature has given them to their advantage, helping in the effort to keep our food just for us (sorry bugs). Their benefits are starting to come to the attention of others too, with the Netherlands introducing beetle banks in 2017 and Belgium doing the same in 2018.
What do you think? Is this an inventive form of biocontrol or a waste of farmland, that could otherwise be used for more crops? Give us your thoughts below!
We think you'll find these of interest
1 Ice Cream of The Future | 6 New Ice Cream Innovations
2 Spirulina | How It's Grown
3 Milk Production | What Really Drives the Price of Milk?
4 Olive Oil: The Science Behind Health Benefits
5 Aquaponics | Sustainable Urban Farming
6 Fishing Gear, What's More Sustainable?
Related articlesif you liked this article, you'll like these too
Luke Cridland
How to save your food from pesky birds
Many creative solutions have been developed to help protect our food supply from avian pests. We've compiled a list of bird scarers, and here are some of the best!
Jane Alice Liu, Jonathan Koppert
How Flies Make Farming More Sustainable
You've probably heard that eating insects can be a more sustainable alternative for protein. But, maybe you're like me and love seeing sustainable changes, but just can't bring yourself to eat them. Well, you can still have best of both worlds with insects as food for agricultural livestock.
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Grove Art Online (5)
[[missing key: search-facet.tree.open-section]] American Art (5)
East Asian Art (1)
Latin American/Caribbean Art (1)
Twentieth-Century Art (5)
Art Law and Crime (1)
Painting and Drawing (1)
Artist, Architect, or Designer (4)
Writer or Scholar (3)
African Art x
Art History and Theory x
Black aesthetic in America
James Smalls
The Black Arts Movement spans the period from the mid-1960s to the mid-1970s. Inherently and overtly political in content, it was an artistic, cultural and literary movement in America promoted to advance African American "social engagement." In a 1968 essay titled "The Black Arts Movement," African American scholar Larry Neal (1937–81) proclaimed it as the "artistic and spiritual sister of the Black Power concept." The use of the term "Black Power" originated in 1966 with Student Nonviolent Coordinating Committee (SNCC) civil rights workers Stokely Carmichael and Willie Ricks. Quickly adopted in the North, Black Power was associated with a militant advocacy of armed self-defense, separation from "racist American domination" and pride in and assertion of the goodness and beauty of "Blackness."
In addition to "Black Power," the slogan "Black is Beautiful" also became part of the Black Arts Movement and the Black Cultural Movement (also known as Black Aesthetics). The aim of these maxims was to counter and dispel the widespread notion throughout Western cultures that black people's natural features, such as skin color, facial characteristics and hair, were inherently ugly. The central purpose was to subvert decades of anti-black rhetoric and "to make African Americans totally and irreversibly proud of their racial and cultural heritage." Black Arts Movement cultural theorists and artists reasoned that promotion of a black aesthetic was mandatory to help the African American community perceive itself as not only beautiful, but also as proud of the legacy of African American achievement, self-determinacy and self-identification with all black peoples throughout the African diaspora. The tone was militant and separatist, not conciliatory and assimilationist, and resulted in a call for a revolutionary art that spoke to a definable black aesthetic. In ...
Breitz, Candice
Carol Magee
(b Johannesburg, 1972).
South African multi-media artist, active in the USA. She received a BA in fine arts (University of Witwatersrand, 1993), an MA in art history (University of Chicago, 1995), and an MPhil in art history (Columbia University, New York, 1997). She was a fellow of the Whitney Independent Studio Program, New York (1996–7). Her work has been regularly included in biennials (including among others Johannesburg 1995, São Paulo 1998 and Venice (2005)), has been shown extensively in international solo and group exhibitions, and is owned by museums and private collectors throughout the world. In 2007 she was awarded the Prix International d'Art Contemporain by the Fondation Prince Pierre de Monaco. In photography, video, and installation, Breitz turns an insightful, playful, and critical eye towards issues of representation, identity, media, global capital, consumerism, celebrity, fandom, and language. Her work stretches from the problem of the cult of the individual to the question of how cultural and other forms of identity are established and maintained. In ...
Market for African and Oceanic art
Bruno Claessens
[tribal art]
The market for 'tribal art' emerged in the first decades of the 20th century. By way of avant-garde artists and pioneering dealers, African and Oceanic art slowly became accepted as 'art'—with its inclusion in the Musée du Louvre in Paris in 2000 as a decisive endorsement. Initially, it was referred to as 'primitive art'—alluding to an early 'primitive' stage in human development; later replaced by the equally biased 'tribal art'. While still used widely among dealers and collectors (for want of a better word and being conveniently short), the term 'tribe', or its derivative 'tribal', is frowned upon by the scholarly community.
The foundations of the tribal art market were laid at the turn of the 20th century. European powers colonized large overseas territories in both Africa and Oceania and, along with other commodities, there arrived ethnographic artefacts. Europeans had conducted coastal trade with many African regions over centuries, but systematic explorations of the continental hinterland did sometimes not take place until the first decades of the 20th century. These resulted in the discovery of previously unknown cultures whose ritual objects, such as masks, were displayed during world's fairs and colonial exhibitions. Many of these objects ended up in newly established museums, such as the Royal Museum for Central Africa in Tervuren, outside Brussels. Vigorous competitors in the collection of ethnographic objects in both Africa and Oceania, these museums became the leading players in the early phases of the tribal art market's development. Next to these large-scale official collecting activities, colonial, military, or missionary personnel also brought home exotic objects....
Okediji, Moyo(sore)
Bolaji V. Campbell
(b Oyo, Feb 25, 1956).
Nigerian painter and art historian, active in the USA. In 1982 he began teaching at Obafemi Awolowo University, Ife, and was co-founder of Ona, an artist's group in Ile-Ife. While in Nigeria, he experimented with indigenous materials, developing a painting technique that he refers to as 'terrachroma', in which local soils are used as pigments, and the images on board are based on Yoruba beliefs and aesthetics. He drew particularly on shrine painting and deities as inspiration and mythology for abstract works. Okediji received an MFA from the University of Benin and a PhD in art history from the University of Wisconsin, Madison (1995). In his paintings of the mid-1990s, he changed his palette from subdued earth tones to much brighter colours. Line is still important, helping to maintain the dynamism created by the juxtaposition of complementary hues; multiple figures 'swim' in the images. The change in palette as well as subject-matter reflects his experiences in America and contact with African-American artists. These works are largely based in literary sources. Okediji became editor of the journal ...
Noémie Goldman and Kim Oosterlinck
Term for the return of lost or looted cultural objects to their country of origin, former owners, or their heirs. The loss of the object may happen in a variety of contexts (armed conflicts, war, colonialism, imperialism, or genocide), and the nature of the looted cultural objects may also vary, ranging from artworks, such as paintings and sculptures, to human remains, books, manuscripts, and religious artefacts. An essential part of the process of restitution is the seemingly unavoidable conflict around the transfer of the objects in question from the current to the former owners. Ownership disputes of this nature raise legal, ethical, and diplomatic issues. The heightened tensions in the process arise because the looting of cultural objects challenges, if not breaks down, relationships between peoples, territories, cultures, and heritages.
The history of plundering and art imperialism may be traced back to ancient times. Looting has been documented in many instances from the sack by the Romans of the Etruscan city of Veii in ...


Our friend Angelia created some cool art and we're thrilled to be the soundtrack for her latest video. Check it out: You can visit the page at YouTube here.
Another potential album title/cover mock-up. I've been wanting to call the upcoming release "Wigs & Liquor" for several years. Why a devil-mannequin? It came to me in a dream. Allegedly.
Another album title/concept. Hey, it's brainstorming!


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School Position on Bullying
The school community of Scoil Náisiunta Naomh Micheál believes that each pupil has a right to an education free from fear and intimidation.
The school regards bullying as a serious infringement of individual rights and a serious threat to the self-esteem and self-confidence of targeted pupil(s). Therefore it does not tolerate bullying of any kind.
Every report of bullying is treated seriously and dealt with, having due regard for the well-being of the targeted pupil(s) and perpetrator(s).
An 'Anti-Bullying Committee' made up of staff members, children and parents, exists to cultivate an environment free from bullying.
The immediate priority, should a bullying incident occur, is ending the bullying, (thereby protecting the person(s) being targeted) and resolving issues and restoring the relationships involved insofar as is practicable using a 'Reform, not Blame' approach.
All pupils are expected to contribute to the creation and maintenance of a safe environment in the school. On becoming aware of any bullying situation, in or outside school, involving members of the school community, they should notify a trusted responsible adult. Bullying behaviour is too serious not to report.
Pupils' participation in school life in general is encouraged through existing school structures. Awareness of bullying, and willingness to take action to prevent or stop it, is part of this participation.
In accordance with requirements of the Education Welfare Act 2000 and the code of behaviour guidelines issued by the NEWB, the Board of Management of Scoil Náisiúnta Naomh Micheál has adopted the following anti-bullying policy within the framework of the school's overall Code of Behaviour. This policy fully complies with the requirements of the Anti-Bullying Procedures for Primary and Post-Primary Schools which were published in September 2013.
The Board of Management recognises the very serious nature of bullying and the negative impact that it can have on the lives of pupils and is therefore fully committed to the following key principles of best practice in preventing and tackling bullying behaviour:
A positive school culture and climate which
is welcoming of difference and diversity and is based on inclusivity
encourages pupils to disclose and discuss incidents of bullying behaviour in a non-threatening environment
promotes respectful relationships across the school community
Effective leadership
A school-wide approach
A shared understanding of what bullying is and its impact
Implementation of education and prevention strategies (including awareness raising measures) that –
Build empathy, respect and monitoring of pupils
Explicitly address the issues of cyber-bullying and identity-based bullying including in particular, homophobic and transphobic bullying.
Effective supervision and monitoring of pupils
Supports for staff
Consistent recording, investigation and follow up of bullying behaviour (including use of established intervention strategies)
On-going evaluation of the effectiveness of the anti-bullying policy.
In accordance with the Anti-Bullying Procedures for Primary and Post-Primary Schools, bullying is defines as follows:
Bullying is unwanted negative behaviour, verbal, psychological or physical, conducted by an individual or group against another person (or persons) and which is repeated over time.
The following types of bullying behaviour are included in the definition of bullying:
Deliberate exclusion, malicious gossip and other forms of relational bullying
Identity based bullying such as homophobic bullying, racist bullying, bullying based on a person's membership of the Traveller community, and bullying of those with disabilities or special educational needs.
Isolated or once off incidents of negative behaviour, including a once-off offensive or hurtful text message or other private messaging, do not fall within the definition of bullying and should be dealt with, as appropriate, in accordance with the school's Code of Behaviour.
However, in the context of this policy, placing a once-off offensive or hurtful public message, image or statement on a social network site or other public forum where that message, image or statement can be viewed and/or repeated by other people will be regarded as bullying behaviour.
Negative behaviour that does not meet this definition of bullying will be dealt with in accordance with the school's Code of Behaviour.
Additional information on different types of bullying is set out in Section 2 of the Anti-Bullying Procedures for Primary and Post-Primary Schools
The relevant teacher(s) for investigating and dealing with bullying is (are) as follows:
The class teacher(s) of the relevant pupils i.e. re. matters that relate to an individual class
The school principal, in consultation with the class teachers, will deal with issues that involve children in two or more classes.
The education and prevention strategies (including strategies specifically aimed at cyber-bullying and identity based bullying including in particular, homophobic and transphobic bullying) that will be used by the school are as follows:
All teachers will implement the school's SPHE programme in full. This includes Stay Safe, Walk Tall and Grow In Love programmes.
At least five awareness raising exercises per school year for each class group (g. from the 'Awareness Raising' strand of the Anti-Bullying Campaign) pro-actively explaining the nature and variety, causes, consequences and unacceptability of bullying.
SET teachers will engage in follow-on activities related to a. and b. above
Anti-Bullying Committee will hold regular events to remind children about the importance of telling.
A Friendship week each year will focus on positive behaviour, respecting difference, and preventing all aspects of bullying.
The four basic school rules will be on display in all classrooms and SET rooms. In discussing these rules, teachers will emphasize
Building self-esteem
Avoiding identity based bullying
An awareness of cyberbulling (4th, 5th & 6th class)
An awareness of SEN and disabilities
Non-teaching staff (secretary, SNAs, caretaker, cleaning staff, will be encouraged to report any incidence of bullying witnessed by them)
Appendix 1 contains a list of support websites for the school community for support with bullying outside the school building.
Appendix 2 outlines the age requirements for a sample of online social media platforms. Children and parents are reminded of these age requirements on a regular basis.
The school's procedures for investigation, follow-up and recording of bullying behaviour and the established intervention strategies used by the school for dealing with cases of bullying behaviour are as follows:-
All teachers have a set of guidelines in the classroom, provided by the Anti-Bullying Committee, to ensure a consistent approach to investigating bullying. Reported cases of online bullying reported to a teacher, will also be investigated using the guidelines below.
Teacher investigates complaint. "Incidents are generally best investigated outside the classroom situation to ensure the privacy of all concerned." (DES guidelines 6.8.9 (viii))
Analysis of alleged bullying behaviour – What? Who? When? Why?
"It may also be appropriate or helpful to ask those involved to write down their account of the incident(s)". DES guidelines 6.8.9.(xiii)
Investigating teacher records the details and speaks to the principal
Where bullying is confirmed… bullies are made clear about 1. The facts 2. That they are in breach of the Code of Behaviour because…; the relevant teacher must keep appropriate written records which will assist his/her efforts to resolve the issues and restore, as far as is practicable, the relationship of the parties involved.
The 'Relevant Teacher' does not apportion blame but rather treats bullying behaviour as a mistake that can be remedied. He/She emphasises that the intention is not to punish perpetrators but to talk to them to explain how harmful and hurtful bullying is and to seek a promise that it will stop. If that promise is forthcoming and is honoured there will be no penalty and that will be the end of the matter. Pupils who report bullying therefore are not getting others "in trouble" so much as enabling them to get out of trouble into which they may ultimately get if the bullying continues.
Where bullying is confirmed, principal and/or relevant teacher will meet with both parties parents… The main purpose of any such meeting is to ensure that the offending activity ceases and to restore " as far as practicable, the relationships of the parties involved as quickly as possible". (DES guidelines 6.8.9 (v)).
"Parents and pupils are required to co-operate with any investigation and assist the school in resolving any issues and restoring, as far as practicable, the relationships of the parties involved as quickly as possible." (DES guidelines 6.8.9 (v)). Resolution may include an initial separation of the parties in the school playgrounds with a gradual normalising of contact.
"In cases where the relevant teacher considers that bullying behaviour has not been adequately and appropriately addressed within 20 days after he/she has determined that behaviour has occurred, it must be recorded by the relevant teacher in the recording DES template at Appendix 3 (of DES guidelines). DES guideline 6.8.9(xviii)
"In determining whether a bullying case has been adequately and appropriately addressed, the relevant teacher must … take the following factors into consideration.
Whether the bullying behaviour has ceased
Whether any issues between the parties has been resolved as far as practicable
Whether relationships between the parties have been restored as far as practicable, and
Any feedback received from the parties involved, their parents or the school Principal or Deputy Principal" (DES guidelines 6.8.9. (xix))
Bullying as part of a continuum of behaviour
In cases where the school has serious concerns in relation to managing the behaviour of a pupil, the advice of the National Educational Psychological Service (NEPS) will be sought.
In situations where "the incident is serious and where the behaviour is regarded as potentially abusive, the school must consult the HSE Children and Family Services with a view to drawing up an appropriate response, such as a management plan". (Children First National Guidelines for the Protection and Welfare of Children 2011).
Serious instances of bullying should, in accordance with Children First Guidelines, be referred to the HSE Children and Family Services and/or Gardaí as appropriate (DES guidelines 6.8.14). In dealing with such cases, the Designated Liaison Person will seek advice from the HSE Children and Family Social Services in advance of any such report.
The school's programme of support for working with pupils affected by bullying is as follows (see Section 6.8 of the Anti-Bullying Procedures for Primary and Post-Primary Schools):
Bullied Pupils
Assurance and support from relevant teacher during initial investigation
In situations where a child who is affected by bullying is attending SEN classes, time will be given in these sessions to support the child through Social Stories and/or similar interventions.
Class teachers will use S.A.L.T. and/or some similar programme and/or relevant sections of the SPHE curriculum with the affected pupil(s). If this cannot be implemented within the classroom, the assistance of the principal, and/or deputy principal will be secured to ensure that an alternative arrangement can be made.
NEPS will be contacted to provide support if the relevant teacher and/or principal deem it necessary.
Children who have been affected by bullying will meet with the principal or deputy principal at least once weekly for three weeks following the initial investigation. These meetings will assist the teachers in ascertaining if the bullying behaviour has ceased and also assist the children in overcoming the effects of the bullying behaviour and in re-establishing relationships in so far as this is practicable. Records of these meetings will be retained.
The school will seek additional resources and/or SNA support(s) if and when the relevant teachers have ongoing concerns about the behaviour of a child.
Bullying Pupils:
It will be made clear that pupils who reform are not punished and will have "a clean sheet".
It will be emphasized that bullying pupils who reform are doing the right and honourable thing.
Where necessary, NEPS will be contacted to support the school in providing support for children whose behaviour warrants such intervention.
Help will be provided for those who need to raise their self-esteem through encouraging their participation in group activities such as team sports.
Using learning strategies throughout the school to enhance the pupils self-worth.
Where a pupil has been found to be engaged in bullying behaviour, has formally to stop and has broken that promise, any of the following sanctions may be imposed:
S/he may be required to sign a promise not to engage in bullying – this promise to be countersigned by the parent/guardian.
S/he may be excluded from representing the school in a sporting or cultural activity (e.g. music, drama etc.)
Parents/guardians may be invited to a meeting with the principal and/or relevant teacher and the pupil may be suspended from the school (in accordance with the school's behaviour policy).
The case may be referred to the Board of Management and the pupil may be expelled from the school.
"It must be made clear to all involved (each set of pupils and parents) that in any situation where disciplinary sanctions are required, this is a private matter between the pupil being disciplined, his or her parents, and the school". (DES guidelines 6.8.9xvi)
Supervision and Monitoring of Pupils
The Board of Management confirms that appropriate supervision and monitoring policies and practices are in place to both prevent and deal with bullying behaviour and to facilitate early intervention where possible.
Prevention of Harrassment
The Board of Management confirms that the school will, in accordance with ts obligations under equality legislation, take all such steps that are reasonably practicable to prevent the sexual harassment of pupils or staff or the harassment of pupils or staff on any of the nine grounds specified i.e. gender including transgender, civil status, family status, sexual orientation, religion, age, disability, race and membership of the Traveller community.
This policy was adopted by the Board of Management on 11th May 2021 .
This policy has been made available to school personnel, published on the school website (or where none exists, is otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association. A copy of this policy will be made available to the Department and the patron if requested.
This policy and its implementation will be reviewed by the Board of Management once in every school year. Written notification that the review has been completed will be made available to school personnel, published on the school website (or where none exists, be otherwise readily accessible to parents and pupils on request) and provided to the Parents' Association. A record of the review and its outcomes will be made available, if requested, to the patron and the Department.
Signed: __________________________ (Chairperson)
Signed: __________________________ (Principal)
Date: ______________
This policy is to be reviewed annually.
Appendix 1: Support websites for the school community
https://tacklebullying.ie/resources/schools/
https://www.webwise.ie/
https://www.antibullyingcampaign.ie/
https://www.schooldays.ie/articles/bullying
https://www.tusla.ie/uploads/content/Parents_Coping_with_Bullying_d3.pdf
https://www.sticksandstones.ie/
Appendix 2: Age requirements for social media platforms (May 2020)
Facebook – 13
Twitter – 13
Instagram – 13
Snapchat – 13
TikTok – 13
WhatsApp – 16
Musically – 13
HouseParty – 12


text:
José Ribeaud (* 22. November 1935 in Coeuve, damals Kanton Bern, jetzt Kanton Jura, Schweiz; † 2. Februar 2019) war ein französischsprachiger Schweizer Journalist und Chefredaktor.

Leben
Ribeaud gelangte nach verschiedenen Stationen seines Berufslebens als französischsprachiger Redaktor zum Téléjournal der Télévision Suisse Romande. Zuvor war er drei Jahre als Gewerkschafter und sieben Jahre als Lehrer in der Sahara, in Deutschland, Italien, England und der Schweiz tätig. Von 1966 bis 1990 arbeitete er in Zürich, darunter von 1974 bis 1982 als Chefredaktor. 1990 wurde er wiederum Chefredaktor, diesmal der Tageszeitung La Liberté in Fribourg.

Seit 1996 war Ribeaud pensioniert und widmete sich nach Aufenthalten in Madagaskar einer von ihm gegründeten christlich geprägten Radiostation, dem Radio Haja, mit einem Schwerpunkt auf Bildungsfragen. Des Weiteren gründete er auf der Insel eine berufsvorbereitende Schule.

Ribeaud war verheiratet, Vater zweier Kinder und Grossvater von fünf Enkeln.

Preise
 1987: Preis der Oertli Stiftung.

Veröffentlichungen
 Kurt Furgler à cœur ouvert. Éditions de l'Aire, 1986.
 deutsch von Jean-Paul Rüttimann: Kurt Furgler: Statsmann und Mensch. Ex Libris, Zürich 1987.
 Dialog mit Flavio Cotti: La Suisse à l'heure de vérité. Éditions Universitaires de Fribourg, Fribourg 1992, ISBN 2-8271-0592-6.
 Quand la Suisse disparaîtra. Éditions de l'Aire, 1998.
 deutsch von Erich Gysling: Es war einmal die Schweiz… Ein Plädoyer von José Ribeaud. Zytglogge, Gümligen 1998, ISBN 3-7296-0571-2.
 La Suisse plurilingue se déglingue. Plaidoyer pour les quatres langues nationales suisses. Delibreo, Neuenburg 2010, ISBN 978-2-940398-10-2.
 deutsch von Caroline Gutberlet: Vier Sprachen, ein Zerfall. Wie die Schweiz ihren wichtigsten Vorteil verspielt. Nagel & Kimche, München 2013, ISBN 978-3-312-00580-2.
 Maudite décharge. Histoire d'un site contaminé et de son assainissement à la frontière franco-suisse. Éditions Alphil, 2014, ISBN 978-2-88930-024-2.

Einzelnachweise

Journalist (Schweiz)
Chefredakteur
Schweizer
Geboren 1935
Gestorben 2019
Mann


The new app connects seamlessly with youtube, twitter and facebook, which means you can fully interact with our youtube channel, and with us on facebook and twitter right inside the app.
The new app automatically checks for and syncs new VibeRide content upon startup (and regularly), so there's now no need to do this manually. It will also notify you when new content becomes available.
The latest VibeRide mixes can be streamed or downloaded. Either way you can listen to a VibeRibe mix whilst doing other stuff on your phone.
The new app's menu offers useful content filters through which you can quickly access new VibeRide content from the last 24 hours, anything you haven't read (or listened to) yet and podcasts (see right). You can also 'favourite' mixes and blog posts by clicking the star on the content's page for quick access later via the 'all stars' menu option. You can also switch between a light and dark theme to suit your viewing preferences.
Lastly, there's even a slick widget for your homescreen which will show you new VibeRide content when it becomes available.
We hope you enjoy the new VibeRide app. Happy listening, and stay funky!
You can download the app right now and be listening in no time by scanning this QR code with your Android device (you need an app that can scan QR code's like QR Droid). Or, just click the code and the apk file will be downloaded to your computer. Then just transfer the file to your phone and install. Funk on!


text:
Q: Spring 3 mvc:resources causing mvc:interceptors to run multiple times in Spring 3 MVC dispather-servlet.xml with the configuration below, it seems like everytime a .js file is called the interceptor is kicked off.
<mvc:interceptors>
    <bean class="com.something.SomeInterceptor" />
    </mvc:interceptors>

    <mvc:resources mapping="/js/**" location="/js/" />
    <mvc:resources mapping="/jsp/**" location="/jsp/" />

My view/jsp calls four .js and the interceptor runs four times...
What is the proper way to set up the xml file so that this does not happen?
thanks

A: It's actually the browser that is requesting the JS files, so 4 HTTP requests are being made to your application.   You'll need to use the "mapping" element of mvc:interceptor to select a subset of paths that the interceptor will be applied to.   For example:
<mvc:interceptors>
  <mvc:interceptor>
    <mapping path="/secure/*"/>
    <bean class="org.example.SecurityInterceptor" />
  </mvc:interceptor>
</mvc:interceptors

redpajama_set_name: RedPajamaStackExchange


If a school or library is soliciting bids for leased dark fiber, the school or library must also solicit proposals to provide the needed services over leased lit fiber over a time period comparable to the duration of any dark fiber lease or indefeasible right of use (IRU), and must select the most cost effective option.
The requirement to seek competitive leased lit fiber bids applies whether or not the leased dark fiber solution requested involves special construction.
If an applicant is also considering the option of requesting support for Network Equipment (e.g., modulating electronics and other equipment necessary to make a Category One service functional) and/or Maintenance and Operations costs associated with lighting leased dark fiber, it must request bids for those services in the same FCC Form 470 as the bid request for leased dark fiber.
Applicants are required to consider all responsive proposals received and select the most cost-effective option.
In considering whether leased dark fiber or leased lit fiber is the more cost-effective option, applicants will need to identify a specific and comprehensive total cost for each of the responsive proposals received, and compare those costs over a defensible time period.
Accordingly, when requesting bids for and related to leased dark fiber, you should be sure to ask service providers to supply all of the information necessary for you to identify the total cost of the service (e.g., all of the costs associated with deploying any new fiber to connect entities, purchasing Network Equipment, maintenance and operations, etc.).
We recommend that applicants considering seeking support for leased dark fiber start planning for their competitive bidding process early, and reserve sufficient time to draft a request for proposal (RFP) that addresses all of the points a service provider's proposal should cover for the requested leased dark fiber and leased lit fiber solutions, as well as any other connectivity solution for which bids are sought.
Applicants considering self-provisioning must solicit bids for both a self-provisioned network and services provided over third-party networks. As with leased dark fiber, applicants considering seeking support for a self-provisioned network should start planning for their competitive bidding process early, and consider all of the information that they must collect from service providers in order to consider all of the responsive proposals received, and select the most cost-effective service offering.
Applicants will need to know the total cost of each proposed service offering to do this. For a proposed self-provisioned network, that means the applicant will need to be able to evaluate the total cost of constructing, owning, operating, and maintaining the network (e.g., recurring fees for maintenance and operations, Network Equipment) over its useful life.
Applicants are usually required to pay the non-discount share of E-rate supported services within 90 days of receipt of service. However, if an applicant is considering seeking support for special construction charges, it may specify on its FCC Form 470 that bidders allow the applicant to pay the non-discount share of special construction charges in installments over up to four years.
Bidders are not required to offer installment payments upon request. If an applicant does not request installment payments in its FCC Form 470, or did request it but the vendor declined to offer the option, the applicant must pay its non-discount share of special construction charges within 90 days of receipt of service.
For more information regarding filing requirements for E-rate Program supported fiber purchases and special construction, see the FCC Form 470 Category One drop-downs reference table and the FCC Form 470 Filing Guide.


The Museum of Life and Science is happy to support select North Carolina community events through the donation of 4 Guest Passes. Non-profit organizations and schools can use this form to request a donation for either a door prize or raffle prize benefiting their organization. Guest Passes grant a full day's access to all Museum exhibits and are good for one year from the date of your event.
In respect of the amount of requests we receive, please submit your request at least a month in advance. Please allow 10-14 business days for review and processing.
Would you like to join our monthly eNewsletter list to receive news and announcements from the Museum? * Yes please subscribe me.


To keep your vehicle performing efficiently and reliably, regular scheduled servicing is a must.
Our Dealership service programs will ensure the long term safety, reliability, and resale value of your vehicle. At Thomas Bros, we use state of the art manufacturing technology and world class quality control systems to ensure your vehicle gives you many years of motoring pleasure. Rest assured that we will inspect, service and install updates to your vehicle with the highest professional standard ensuring your vehicle will have the best after sales care in the Riverina district.
We have online facilities to book your vehicle in. Just fill out the form online and one of our service representatives will contact you to confirm your booking.


It is the website to visit to win some fabulous prizes. This unique promotion runs until December this year and is open to UK residents aged 18 or over. To enter the instant win draw, you need to buy a promotional Comfy Quilts Pack and get the chance to win the holiday of a lifetime.
Silentnight are giving away 50 FREE bedding bundles featuring pillows, duvet, mattress protector, pillow protectors, towels and duvet covers worth over £200 each. Complete your details and 50 lucky people will WIN a wonderful new bed set ready for the Spring!
Click "Get It Now" to get to the form.


text: Q: How to open different virtual consoles on different monitors? I use a 2-display set-up (a laptop with a secondary 1280x1024 SXGA monitor attached to it) and whenever I switch to a virtual console (e.g. by pressing Ctrl+Alt+F2) the secondary monitor switches to 1024x768 mode or something like that and just displays the top+left corner part of the primary monitor contents. Is it possible to configure the system to use the second monitor for a separate virtual console?


There are many inspirational food professionals taking action on sustainable seafood.
This page features a selection of interviews with chefs, restaurants and caterers who share their perspective on improving the sustainability of the seafood they buy, serve and promote. Download our guide Good Catch...the essentials, for a wealth of inspiration and advice on buying and serving sustainable seafood.
Good Catch is a joint project of MCS, MSC, Seafood Choices and Sustain - helping chefs, restaurants and caterers navigate seafood sustainability.


Once again our scales have new homes. Over the last couple years we have tried to have a scale in at least one location that is easily and publicly accessible. With those locations undergoing new management, renovations or other reasons, we currently have none of these locations available. We are open to new options, and are actively looking for a new location. If you know of a place that is willing please let us know. In the meantime in order for you to use the scale, please contact one of the following. They will be happy to work with you on getting what you need weighed.


text:
Voter Discrimination
America is one of the greatest countries in the world. We are a land of equal opportunity. If this is the case, then why in our government, the institution that should reflect these values, is equal opportunity not exemplified? There is a gender gap between men and women in politics and this gap is often overlooked. Because many people simply sweep these issues under the rug, our society has built stereotypes of women and men and their roles in politics, especially in conservative circles. These political stereotypes deter women from running for office and keep them from finding success when they do choose to run for office. These stereotypes also influence voters to vote for a man simply because he is a man. This is more prevalent in conservative circles and among more conservative voters. Because there are deterrents for women who want to run for office in conservative parties, like the Republican party, there are many more women elected in the Democratic party. A quote from the New York Times exploits this trend the best, "Although women in both parties have increased their numbers in Congress during the past 25 years, the share of Democratic women — now nearly 33 percent — has continued to climb, while the Republican female share has leveled off since hitting 10 percent during the mid-2000s." This trend has pointed our attention to an important issue. Why are conservative voters not electing more women? In this article I seek to understand and explain the answer to that question.
Existing Research and Ideas
This emerging trend, as stated by the New York Times, has lead me to research this area to figure out if conservative voters discriminate against women or prefer male candidates over women. I am not the first person to try to explain women's lack of a fair representation in political office because of voter discrimination. In fact, the literature on the topic of women in politics has been thoroughly researched but most existing research claims that the main reason women are descriptively underrepresented in congress is because less women run for office than men. Because of this, the issue of voter discrimination has not been as thoroughly explored as it should be (Burrell).
These studies do not hold consistent across research and literature on this topic. A study found that among certain groups of people, cultures, and regions, there seemed to be discrimination against women among voters. For example, in Wyoming they found that voters were much more likely to prefer male candidates over women. Wyoming is one of the most conservative states in the United States. This reinforces my theory that conservative voters discriminate more than liberal voters against women (Fox).
After reading the existing research on this topic I formed a hypothesis to explain what I thought was causing voter discrimination. I suspect that the more conservative a voter is, the less likely they are to vote for a women running for political office when there is a male option on the ballot. I believe that conservative voters hold more traditional views on proper gender roles in society and therefore are more likely to discriminate against women candidates unlike liberal voters. The age of the voters also plays an important role because the older the voter is, the more likely they are to have old fashion views of gender, women, and politics. After developing this theory, I decided to test it out among voters in a specific conservative circle.
I used a Qualtrics survey on Facebook to sample my BYU friends as well as my LDS associates in order to get a better mix of survey respondents. For non LDS groups and liberal voters, the same method was applied. They were reached through several networks over social media.
In this survey I provided a vignette of two political candidates. Little information was provided between a male and female candidate who are of similar professional and educational backgrounds to see which candidate was likely to be supported by voters. This helped me test whether or not voters would discriminate against a candidate based on their conservative's views and the sex of the candidate.
The results from the data were nothing less than surprising in many ways. Virtually my whole theory appeared to be wrong from the data I collected. I hypothesized that the more conservative a voter was, the less likely they are to support a female over a male. The results showed that whether a Republican voter saw themselves as liberal or conservative; they were equally likely to slightly favor the male candidate. Which went against my theory that liberal voters would be more likely to support the woman. Members of other political parties were just as likely to slightly favor the man over the woman for office.
I thought that LDS voters would tend to hold more traditional views of gendered stereotypes of men and women because of their views on the traditional family structure. If this were true, there would be a stronger preference among LDS voters to vote for the male candidate. My data showed that the members of LDS faith only slightly preferred the male candidate to the female candidate. Research indicated that LDS voters should strongly pull toward the male candidates, but this turned out to be only slightly true, much less than expected.
I expected that older voters would hold to more traditional views of politics and gender stereotypes than younger voters. This was the most accurate of my predictions. The group most likely to heavily favor the male candidate was the age group of 45+.
From this it can be concluded that more important than ideologies, parties, and religion, was attitude. The older generation has an attitude of traditional gender roles in society and especially politics that is unlikely to change. Younger voters are more willing to change their attitude and support evolving roles of women in our political system. More young people willing to create change are needed in election cycles.
Posted by Unknown at 10:55 PM No comments:
American mayors: where are the women?
While women's representation in government has increased since Jeannette Rankin (R-Montana) became the first woman elected to serve in Congress in 1916, women are still drastically underrepresented in American politics. In fact, there is a plethora of nonprofits and political action committees whose main goal is to get more women into office. Much research has been done on this issue, so before getting into the specific problem of US mayors, here are 3 important things that research has to teach us about women's underrepresentation in American government today:
Infographic taken from WomanStats
1. Women are underrepresented at all levels of government.
We all know that the U.S. has never had a female president (though perhaps that will change in 2016). Other statistics surrounding women's underrepresentation in US politics are less well known. Women make under 20% of Congress as it stands today. Across the nation, only 24.5% of state legislators are women. In America's entire history, only 37 women have been state governors. Finally, only 18.4% of mayors in American cities with populations over 30,000 are women. Scholars debate many possible reasons why women are underrepresented in government, and one of these is that…
2. Women candidates face gender barriers.
Women who run for office win at the same rates as men, but women don't often run. When do women choose to run for any office, they face gender stereotypes and perception issues. Some research suggests that negative stereotypes (see anecdotal evidence of such stereotypes here here and here) results in a baseline voting preference for men. These consequences may be especially acute for women seeking executive offices, because stereotypically male characteristics are seen as necessary for higher office. So, stereotypes about women's leadership abilities may lead to a preference for male characteristics at a higher office. Yet despite the fact that underrepresentation exists at all levels of government and women may face greater challenges in seeking executive office…
3. Most of the research into underrepresentation focuses on federal legislative offices.
The majority of current research into women's candidacies, the consequences of negative gender stereotypes, and other important factors that may affect women's underrepresentation, focuses on the Senate and House of Representatives while less attention is paid to state legislatures and city councils. Furthermore, little research investigates executive positions, such as presidential, gubernatorial, or mayoral seats, though these are important venues for women's representative equality. So, research on women's underrepresentation falls short due to lack of scholarship at the intersection of executive offices and local elections.
I chose to try to fill this gap by examining California mayoral elections to determine whether women mayoral candidates were winning more often in small or large cities.
There were a variety of reasons why I suspected that there might be a difference between small and large cities in their rates of women mayors. Small cities might have less formal, and thus inherently more biased recruiting practices. Large cities might give candidates less opportunities to speak with voters face-to-face, which limits the way women candidates can cut through gendered media coverage. Additionally, larger cities tend to lean liberal and women win more often in liberal districts. The list of possible reasons for a discrepancy can go on and on, so let's get into the results.
Using a dataset that detailed mayoral races in 161 California cities, roughly ranging in population from 3,000 to 3 million, I tested to see whether population affected the likelihood of a woman candidate winning. My data enabled me to control for the culture, history, and partisanship of different cities, and also allowed me to look at the effect of incumbency on a candidate's chance of success.
My analysis found that incumbents do better than non-incumbents across the board, which isn't surprising. More interestingly, I found that a woman's chances of winning increases as city size increases. This is true for incumbent and non-incumbent women. The opposite is true for both incumbent and non-incumbent men; as city size increases, men's chances of election decreases.
In short, it's better to be a female candidate than a male candidate in large cities.
This conclusion has a clear implication: women should run in bigger cities. How exciting! Women, head to the urban jungle! But wait, wait, before we can get too excited, this research needs to be replicated. Data from states other than California should be examined to see if the trend for women doing better and men doing worse in large cities worse holds true. Additionally, further research is needed to determine what is actually causing this trend. Is it just that both women and large cities tend to lean liberal, so they are a match made in heaven? Or are women somehow being penalized in small cities? What challenges are men facing in large cities? Finding the answers to these questions will require additional research.
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Program featuring Air Macau's "Macau Local Cadet Pilot Program" is now airing on MOME TV.
The two-episode program aimed to promote aviation industry and recruit local interested elites. The first half showcased recent training of the first batch of selected cadet pilots in France and elements of becoming a capable candidate, while the second half disclosed the daily routine of a qualified pilot. Our experienced production crew had visited the headquarter building and cockpit to conduct filming.
Future Bright Group worked with MOMEplay to launch its second digital campaign.
To link up with previous concept of its former work, the brand-new campaign featured the best collection of delicious among all to keep the participants hungry.
We selected 16 delicacies from the prestigious restaurants under Future Bright Group as gifts, as well as iPhone 7 and $1000 food voucher as the ultimate prize of the lucky draw activity. Successful redemption at designated restaurant would grant participants an extra opportunity to the lucky draw.
Redemption period ends on 31st May, grab your chance to discover more goodies!
MOME's Director Joe Liu and Executive Director Man Wong gave a motivating speech in a sharing session.
Organized by Pan Mac Junior Chamber, the sharing session was hosted on 22nd April afternoon at Macao SME Service Center Auditorium, where how to formulate one's professional career with the application and latest trend of Internet was explored.
Liu and Wong shared on how MOME transformed its business model from a mobile visual medium on bus to O2O2O marketing solutions, which enjoyed wide publicity recently. According to Liu, since the media coverage of MOME, either online and offline, was growing more mature, the company was keen to set up a new online purchase platform to assist clients and partners to further evolve their business via utilizing its marketing and distribution channels.
Other guest speakers also included Chi Hou Lok, Founder of Manner Production; and Hua Liang Li, Chief Administrative Officer of Tencent Dayuewang.
Highlight: Themed with a wide variety of cuisine, participants were granted chances to win discount coupons. Moreover, they were given extra opportunity to win an ultimate prize after dining at designated restaurants.
Interested party please submit your resume to hello@mome.mo before 30th April 2017.