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Accessible educational programming for the Canadian Canoe Museum's fur trade exhibit
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Abstract -- Introduction -- A word about the museum -- On-going museum objectives -- Project specifications -- Canadian Canoe Museum: Fur trade exhibit plan -- Creating a multi-sensory exhibit -- Methods of communicating information -- Recommended learning objectives -- Exhibit recommendations: Content and presentation -- Summary of recommendations for increased accessibility -- References -- Personal communications -- Internet resources -- Appendices., developed by Lara Newman ; in cooperation with the Canadian Canoe Museum., Includes references and appendices., GEO 470: Research in Human Geography.
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Violence in the workplace
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The first half of this paper concerns publications that focus on prevention of physical violence. The second half of this paper discusses methods to prevent other forms of workplace violence, mainly interpersonal conflict, verbal abuse, and colleague sabotage., Executive summary -- Introduction -- Review of workplace violence prevention techniques. Prevention of physical violence. Screening and selection. Policies and procedures. Environmental approaches. Behavioural and administrative approaches. The "ideal" WPV prevention policy. Zero tolerance policies. Risk assessments. Joint Union/management policies. Employee assistance programs. ASAP program. Staff support groups. Prevention of interpersonal conflict, verbal abuse, and sabotage. Toxic behaviour and sabotage. What is a healthy work environment? Characteristics of a positive work culture. Stress reduction and workplace violence. Organizational support and workplace violence -- Conclusions -- Suggestions for further work -- Bibliography., by Jennifer Nash. --, Includes final research report., Completed for: Lynn Zimmer, Y.W.C.A. ; Supervising Professor, Joan Ayre, T.C.C.B.E., Date of project completion: April 2005., Includes bibliographic references (p. 26)., NURS 302 - Community health nursing care.
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Sexual Assault Prevention Education for Boys and Male Youth
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Erika Nairismagi, Date of Project Submission: April 2015., Faculty Supervisor: Paul Shaffer from the Department of International Development Studies at Trent University; Host Supervisor: Lisa Clarke from Kawartha Sexual Assault Centre, IDST 4220
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barriers between employers of the City of Peterborough and people with learning disabilities in obtaining jobs
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The purpose of the present study was to discover if employers in the City of Peterborough were willing or reluctant to hire people with learning exceptionalities, as well as breakdown the barriers that exist., Acknowledgements -- Abstract -- Chapter 1: Introduction -- Chapter 2: Literature review. 2.1 Terminology. 2.2 Geographies of disability. 2.3 Studies in the geographies of intellectual and developmental disabilties. 2.4 Employment and the intellectually disabled in Canada -- Chapter 3: Methodological review -- Chapter 4: Results -- Chapter 5: Discussion. 5.1 Willingness v. Reluctance. 5.2 Barriers. 5.3 Limitations. 5.4 Future research -- Chapter 6: Conclusion -- Bibliography -- Appendix A -- Appendix B -- Appendix C -- Appendix D -- Appendix E., Includes: Bibliography and Appendices., Completed for: Jenny Nelson & Linda Slavin at COIN ; Supervisor: Alan Brunger, Trent University; Trent Centre for Community-Based Education., Date of submission: April 2008., GEOG 470, Geography, Community-Based Research in Human Geography.
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Anti-oppression facilitation workbook
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This project is the result of a two-day workshop for people engaged in various forms of social activism. The workshop was designed with the purpose to familiarize participants with the principles of anti-oppression education, to train them to facilitate anti-oppression workshops, and to discuss and brainstorm strategies for incorporating anti-racism into everyday life and activism., Facilitation and popular education. Some cultural context. Characteristics of popular education. The role of an effective facilitator. Task and maintenance. What do you need to know to plan a workshop? -- Workshop planning. Naming the moment: Phases and questions. Action/reflection model (The spiral model). Session plan. Key words/definitions -- Activities -- Phase one. Lifeboats description. Name game description. Power flower description. Power flower handout -- Phase two. Body definitions description. Images of power description. Race question sheet description. Race question handout. Unpacking the invisible knapsack description. Unpacking the invisible knapsack handout. Unpacking the invisible knapsack handout revised. A history lesson in racism description. A history lesson in racism handout. Race, class, gender and disabilities and the economic divide description. Race, class, gender and disabilities and the economic divide handout. Race, class, gender and disabilities and the economic divide answer sheet. Newspaper activity description -- Phase three. Oppression tree description -- Phase four. Role play description. Evaluation description. Evaluation handout., By: Zahra Murad., Completed for: Community Race Relations Committee; Supervisor: Davina Bhandar, Trent University; Trent Centre for Community Based Education., Includes bibliographic references., CAST 481H: Community-Based Research Project.
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Thinking communally, thinking globally
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Chapter 1: Introduction and background -- Chapter 2: CED in practice -- Chapter 3: Ensuring success: Transforming capitalism into a vehicle for positive social change -- Chapter 4: Summary and conclusion -- Works cited., by Gavin R. Muir. --, Submitted to: Prof. Mark Neufeld - Politics Department, Kevin Edwards - Manager, Community Opportunity Innovation Network, Politics 490 Internship Program, Friday April 18, 1997., Includes bibliographic references (p. 28)., POLI 490: Politics Internship Program.
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