Academic literature on the topic 'Women artists – British Columbia – Education'

The purpose of this study was to examine the diagnostic accuracy and clinical usefulness of the British Columbia Major Depression Inventory. Participants were 62 patients with depression referred by their psychiatrist or family physician, 19 general medical outpatients with no psychiatric problems referred by their family physicians, and 49 community control subjects. Mean age for the control subjects was 50.2 yr. ( SD = 11.8), and mean education was 14.6 yr. ( SD = 2.8). Approximately 59% were women. Mean age for the patients with depression was 41.1 yr. ( SD = 12.5), and mean education was 14.6 yr. ( SD = 3.2). Approximately 71% were women. Scores of 9 or less are considered broadly normal. Applying this cut-off, the sensitivity of the test to detect depression was .92, and the specificity was .99. Thus, the test did not identify approximately 8% of the cases of depression, with 1.5% false positives. This inventory is a relatively new depression screening test patterned after the DSM–IV criteria for major depression. This study adds to a growing literature on the reliability, validity, and clinical usefulness of the test.

The objective of this study was to examine the associations between attendance at childbirth education classes and maternal characteristics (age, income, educational level, single parent status), maternal psychological states (fear of birth, anxiety), rates of obstetric interventions, and breastfeeding initiation. Between women’s 35th and 39th weeks of gestation, we collected survey data about their childbirth fear, anxiety, attendance at childbirth education classes, choice of health-care provider, and expectations for interventions; we then linked women’s responses (n = 624) to their intrapartum records obtained through Perinatal Services British Columbia. Older, more educated, and nulliparous women were more likely to attend childbirth education classes than younger, less educated, and multiparous women. Attending prenatal education classes was associated with higher rates of vaginal births among women in the study sample. Rates of labor induction and augmentation and use of epidural anesthesia were not significantly associated with attendance at childbirth education classes. Future studies might explore the effect of specialized education programs on rates of interventions during labor and mode of birth.

Women as amanuenses have played an important role in early British geology. Among their varied tasks often was the sketching and drawing of fossils, landscape and outcrops. Such drawings served several purposes. They were used to give an idea of landscape and outcrops in publications or to figure new species in palaeontological papers, but they also served as proxies for individual fossils in dialogues conducted by means of letters. Mary Anning used them to advertise new finds to potential buyers, while Mary Buckland painted huge displays to be used in her husband's lectures. Drawing was part of the education of ‘accomplished’ British women in the early nineteenth century. Like music, embroidery and dancing, drawing was often taught in special schools or academies, sometimes by quite competent artists. Other women, however, such as Mrs Mantell, were self-taught or had to familiarise themselves with new techniques, learning to do line engravings and how to make lithographs in order to illustrate her husband's books more cheaply. In Germany or France, by comparison, the ability to draw was less central to girls' education, who in Germany at least were expected instead to excel in cooking, knitting and other household duties. But even there, an amateur palaeontologist might fall back on the assistance of his daughter, when he needed someone to illustrate his letters with drawings of specimens.

This study draws upon the results of a survey of the general public in three communities in British Columbia to examinethe social bases of satisfaction with public participation in forest management decision-making at both the local andprovincial levels. The main findings are that those members of the general public who are relatively more biocentricallyoriented (as indicated by the NEP Scale) are less satisfied, and those who have acquaintanceship ties to people employedin the forestry sector are more satisfied. Women and those with more education were less satisfied (at the provincial level),and Vancouver residents were more satisfied (compared to Kelowna and Armstrong residents). Overall, satisfaction withpublic participation in forest management decision-making was relatively low. It was, however, slightly higher at the locallevel than at the provincial scale. Policy and research implications of this study are discussed.Key words: social networks, public participation, gender, New Ecological Paradigm, satisfaction with forest management,and sustainable forest management

Abstract Objectives To assess maternal dietary intake and adequacy at postpartum and to determine whether lifestyle characteristics and breastfeeding status are related to nutrient intakes. Methods We analyzed cross-sectional data from a convenience sample of 129 mothers at 18-mo postpartum, whose families were enrolled into a randomized toddler intervention trial, in the Lower Mainland, British Columbia, Canada. The Canadian Diet History Questionnaire II (C-DHQ II) was used to estimate usual dietary intake in the mothers during the preceding 12 months (i.e., between 6- to 18-mo postpartum). Implausible energy intakes were defined as <600 kcal/day or >3500 kcals/day, and excluded from analysis. Demographic and lifestyle characteristic data about the pregnancy and postpartum time period were collected using a questionnaire. Results Maternal mean (SD) age at birth was 33.5 (4.0) years and most women were of European (46%) or Asian (38%) ethnicity, and had Bachelor's degree or higher education (70%). About 75%, 88%, and 89% did not meet their dietary requirements (i.e., intake below the EAR) for fiber, potassium, and vitamin D intakes, from food only, respectively. Considering total dietary intake from food and supplements, the prevalence of dietary vitamin D inadequacy was 25%. Women of European ethnicity had higher vitamin D intake (median (IQR) in mg/1000kcal/day: 19.5 (7.26,101)) compared to Asian women (10.8 (3.87, 21.1); P < 0.05). Dietary vitamin D intake was higher in breastfeeding (i.e., providing breastmilk as primary milk source, i.e., ³2 times/day, to their 18-mo old toddlers) compared to non- or occasionally breastfeeding mothers (20.0 (10.5, 61.1) versus 14.9 (4.28, 26.7) mg/1000kcal/day; P < 0.05). Conclusions While most Canadian mothers in this sample met the EARs for most nutrients, the prevalence of dietary inadequacy was very high for vitamin D, potassium, and fiber. Some population groups may be especially at risk of developing nutrient deficiencies in this period of life characterized by postpartum recovery and transition; targeted public health strategies may be needed to address these deficiencies. Funding Sources This study is supported by The University of British Columbia, and the British Columbia Children's Hospital Research Institute, Canada, and is funded by Société des Produits Nestlé S.A.

Objective: The effects of socioeconomic factors on suicide rates in the general population are widely documented. Few of these reports have specifically studied the effects of socioeconomic variables on suicide rates in the elderly population. Elderly persons have the highest suicide rates of any age-group. This group is different from the rest of the population insofar as suicide is concerned. For example, since most elderly persons are no longer in the labour force, it would be expected that they would be affected differently by economic factors such as unemployment. We report the findings of an ecological study of old-age suicide in British Columbia over an 11-year period. Methods: We obtained information on all suicide counts (International Classification of Diseases [ICD-9] codes E590–959) recorded in the 21 health units of British Columbia over the 11-year period from October 1, 1981, to September 30, 1991, from the Division of Vital Statistics of the Province of British Columbia and Statistics Canada. Social, economic, and demographic information for the health units was obtained from census data and included the number of persons per household, proportion of the population that lived in 1-person households, immigration and migration rates for each region, proportion of the population with less than grade 9 education, proportion with less than grade 12 certification, marital status rates, unemployment rates by gender, average household income, average census family income, and labour-force participation rate by gender. We calculated overall and gender-specific suicide rates for elderly persons (65 years and older) and younger populations. Using Poisson regression analyses, we determined the cross-sectional and longitudinal relative risks associated with the socioeconomic variables for the units, and we also examined trends in suicide rates. Results: There were 4630 suicides in the 11-year period. The mean suicide rate (per 100 000 population) for those over age 9 years was 18.6 (between health unit SD 5.2, 95% confidence interval [CI] = 17.0–20.2). The elderly have a higher suicide rate in every region. The male suicide rates (mean = 26.9, SD 6.4, 95% CI = 24.0–30.0) are higher than female rates (mean = 7.5, SD 1.7, 95% CI = 6.8–8.3) in every region. The factors influencing suicides were different for elderly males and elderly females. In all analyses, suicide rates in elderly females remained essentially stable across age-groups and units and over the years. Elderly male suicide rates varied across units and age-groups and over the years. Conclusions: Suicide rates are highest in males over age 74 years. There are regional differences in elderly suicide rates and the factors that influence them. Longitudinal and cross-sectional risk factors differ, and there are gender differences in the risk factors. For both elderly males and females, suicide rates appear to be influenced by social factors in the population as a whole, not just in the elderly population. Male and female employment patterns are associated with elderly male suicide rates, even though the latter are not in the labour force. For suicide in elderly women the important factors are population education, income, and migration levels.

Guided by feminist and community-based participatory methodologies and by efforts to decolonize health research practices, and undertaken with qualitative research methods (interviews, open-ended questionnaires, and analysis of arts-based expressions like storytelling, journaling, and picture-making), this research identified challenges and barriers that (predominantly Aboriginal) women in northern British Columbia faced when trying to access sexual health care services related to HPV and cervical cancer screening. The research also examined the possible effectiveness of creative or arts-based strategies to promote cervical health and screening awareness among young and/or traditionally underserved or marginalized women. We review findings from data gathered over six months during multiple interactions with 22 women from a wide range of ethnic backgrounds. Results confirm that ethnicity, finances, and formal education are determinants in women’s awareness about, access to, and use of cervical screening services, and that experiences of gendered victimization, feelings of disempowerment, and life circumstances all influenced women’s comfort levels with, access to, and use of cervical cancer screening services.

Purpose: The association between medical, social, and nutritional factors and iron deficiency anemia was examined in adult women who had tested positive for human immunodeficiency virus (HIV) and were living in the Greater Vancouver Area. Methods: This was a cross-sectional observational study of 102 HIV-positive women, aged 19 or older, who were patients of one of three chosen community health clinics in Vancouver, British Columbia. Information on usual dietary intake and other nutrition-related factors was collected with a short diet survey, while medical information and laboratory data were obtained from each participant’s medical chart. Results: Of the predictors studied, a CD4 cell count below 200 cells/µL, a regular menstrual pattern, and African ethnicity were associated with an increased risk of iron deficiency anemia. Dietary intake was not independently associated with iron status. Conclusions: Iron deficiency anemia in HIV-positive women has multifactorial and complicated causation, but is strongly associated with poorer immune status and greater menstrual losses. Health disparities in Aboriginal and African women may lead to a higher risk for iron deficiency anemia. Routine screening and ongoing nutrition education are necessary for the prevention and management of iron deficiency anemia. Further research into factors associated with iron deficiency anemia is essential to improve prevention and management efforts.

Training the Excluded for Work: Access and Equity for Women, Immigrants, First Nations, Youth, and People with Low Income, Marjorie Griffin Cohen, ed., Vancouver: University of British Columbia Press, 2003, pp. 276.Training the Excluded for Work is an important contribution to debates about the importance and viability of job training policies and programmes that are directed to those who are “excluded” in the Canadian labour market. It is also timely insofar as job training, in contrast to post-secondary education policy, remains somewhat underexamined in Canada. This is particularly ironic, as job training has emerged as a key issue for policy makers, industry, workers and activists. Training is frequently touted as a panacea that will address a host of economic ills including unemployment, low productivity levels and lagging investment. On the one hand, many employer and industry groups view training measures as part of a larger strategy to address the imperatives of a global economy. Here, neoliberal rationales tend to prevail—job training becomes an investment in individual human capital. But on the other hand, job training can also be an important means by which marginalized groups, including youth, women, indigenous groups and racialized minorities, address the terms of their exclusion from (or limited inclusion in) the labour market. In doing so, other rationales come to the fore, most notably the need to address social inequities in the labour market. This edited book addresses this latter aspect of the training policy debate.

Artists are seldom consulted in the making of school art programs yet many are vitally concerned with the need for a visually literate public. This study summarizes the history of art education, examines recent issues documented by art educators, looks at opinions of artists of this century on the teaching of art, and presents interviews with six British Columbian artists to elicit their thoughts on what is necessary in a secondary school art curriculum. The interviews are essentially informal in nature and only those remarks dealing with secondary school education, or related concepts, are included. The final chapter contains an infusion of the artists' ideas under headings suggested by issues raised by art educators. An evaluation of the data collected from the interviews leads to recommendations for consideration for secondary school programs and the conviction that artists should be encouraged to participate in matters relating to art education.<br>Education, Faculty of<br>Graduate

The topic under consideration is the rhetoric of British Columbia's political leaders and their strategic use of language whereby the government maintains its position of power and authority, implements its own ideological priorities, even if unpopular, and deprives the opposition of its ability to effectively mount a counter strategy. Aspects of political philosophies, human nature, scientific knowledge, education, and alternate feminist political philosophical views are presented. Brief sketches of Constitutionalism, The Rule of Law and ideological bases of modern political systems, liberalism and socialism, are considered in the context of a political spectrum that spans communism to fascism. An analytical framework adapted from the classical rhetoric of Aristotle and the new rhetoric of Kenneth Burke is used to examine the rhetoric and actions of the political leaders of British Columbia. Findings indicate that the strategies employed are effective and persuasive to the dominant majority of the populace. Components of strategy are identified which are deemed necessary in order that a democratically elected government may pursue successfully, a revolutionary political ideological change in its philosophy. Priorities and areas of social concern are identified in terms of their esteem for the present government leaders. The market principle and technology are the sacred cows. Education of a liberal kind, women, the welfare state, are a sow's ear. One recommendation is that adult education unite with movements that espouse and practice like philosophies so that it is strengthened and rejuvenated in its mandate and not precipitated to bend to the prevailing political ideology.<br>Education, Faculty of<br>Educational Studies (EDST), Department of<br>Graduate

Six First Nations women artists tell their stories about learning their art and culture. Previous research has paid little attention to the learning experiences of First Nation women artists. Ethnographic research methods were used in this qualitative study. Field research included video and audio recorded intensive open-ended interviews with three Coastal Salish women from Sechelt, British Columbia, and three Cree women from Pukatawagan, Manitoba, as they tel l how essential learning and teaching, art and culture are to them, their children and their communities. This study shows that there is a need for curricular reform and teacher education reform so that the school experiences for First Nations students will reflect and be sensitive to their histories, traditions and overall cultural identities. From testimonies presented in this thesis, it is evident that effective teaching of relevant cultural art content that results in meaningful learning leads to increased self knowledge, confidence and pride.

In this study I interviewed fourteen professional, First Nations women artists who work predominantly in the so-called men's style of Northwest Coast art. I conclude that these artists challenge the rigid dichotomy set forth in the literature between men's and women's art by successfully working as carvers and designers in the formline style.

This thesis examines the evolution of HIV/ AIDS education for women in metro- Vancouver. The research focuses on two questions, "What AIDS education programs for women currently exist in Vancouver?" and "How effective has AIDS prevention education for women been?" Since the reported incidence of HIV/ AIDS continues to rise, the latter question leads to a further issue, "Why have some women been excluded from the HIV/ AIDS discourse? I chose to investigate these issues from a socialist feminist perspective. This perspective, which focuses on women's position within the economy, society, and family, guided my analysis of information I gathered from a variety of sources. These included both primary and secondary sources, namely: brochures; magazines; newspapers; television reports; journals; books; presentations; and interviews. The findings of the research reveal that, at the onset, preventative educational strategies did not exist for metro-Vancouver women because the gendering of the AIDS epidemic rendered women invisible. Since subsequent AIDS education focussed on "risk groups" rather than risk behaviors, many women who do not belong to a "risk group" still believe that they are not at risk. Consequently, gender appropriate strategies for AIDS prevention education need to be further developed. As well, these strategies are only one part of the solution. Belief systems, social scripting, and perceptions of one's self and others are the more challenging and difficult pieces to change, as are the underlying root causes of drug addiction and promiscuity.

This study provides detailed accounts of the perspectives on teaching and learning experienced by the instructors and participants in three career exploration programs for women. One of the programs was located at a community college, one at a private college, and one was offered through a non-profit agency. The perspectives of the women are represented by each individual's expressed attitudes, feelings, and ideas about how they experienced teaching and learning. I also examine and relate the accounts of the women to the ways in which teaching processes and learning objectives were created, influenced, and/or constrained by the broader social and administrative context in which the programs take place. Therefore, the study addressed the following broad questions: (1) What values and attitudes toward teaching and learning are expressed by instructors and how do they shape the pedagogical interactions that take place in these career education programs? (2) What has been the participants' experience of learning in these programs? And, (3) In what ways does the social, institutional, and political context in which the programs take place affect the teaching/ learning environment? This study originates from my interest as a feminist educator to gain a greater understanding of how critical and feminist pedagogical approaches are manifested in actual practice, in this case, three particular career exploration programs. Information for the study was gathered from program instructors through semi-structured interviews; through an informal focus group in each program with volunteer students; and by reviewing relevant program related materials. After providing detailed accounts of the perspectives of the instructors, participants, and descriptions of each program, the external factors which create, influence, and constrain the nature of the programs, and the voices of the instructors and participants are explored in relation to the literature reviewed for the study. This analysis revealed that the instructors employed teaching approaches which are consistent with the values and aims of critical feminist pedagogy. However, teaching approaches were also applied which appear to reside within traditional educational approaches. Thus, in these particular contexts, the instructors created and acted within a teaching-learning environment which both reproduced and challenged the status quo. The methodological approach utilized in this study illustrated how adult educators concerned with the liberatory possibilities of adult education must invariably operationalize these ideas in complex, constrained, and often contradictory social sites which act to shape the possibilities of instruction. It did so by directing attention to both the social actors and the social and political processes that act to create and organize specific adult education activities.

This two-part study provides a two-faceted analysis of female immigrant students' experiences in secondary physical education classes, together with an analysis of the discourse they use to express their feelings about these experiences. This information is needed to facilitate the process of integrating female immigrant students into mainstream physical education classes so they have the opportunity for successful and full participation in these classes. Recent research questions whether immigrant females are receiving equitable treatment in curriculum planning and in physical education classes. My research addresses this issue and should be of interest to those professionals involved in the instruction, design, and promotion of physical education and physical activity programs in which female immigrant students are involved. The purpose of the first part of this study was to assess the attitudes of female immigrant students toward physical education class and their participation rates in physical activities outside of physical education class. Measures were taken to determine whether attitudes and participation rates differed depending on ethnic background, religion, English proficiency, number of years in Canada and achievement levels. The purpose of the second part of this study was to gain an understanding of how ESL students use language to express their attitudes, opinions and feelings about physical education and to identify the main issues E S L female immigrant students saw as being barriers to their success in mainstream physical education classes. In order to fulfill the purposes of this study, two types of measuring instruments were developed and two sets of data were collected. First, a questionnaire that obtained background information from subjects and measured their attitudes toward physical education and their participation rates in physical activity was developed and administered. Second, cooperative activities designed to generate language on attitudes toward physical education class were developed. Quantitative data were obtained from the questionnaire and qualitative data were obtained from the language activities subjects were led through. Results from the quantitative questionnaire indicated that 26% of the female immigrant sample had limited background experience in physical education class when they arrived in Canada. Students felt mildly positive about taking physical education class in Canada but less positive than when taking physical education in their native countries. Subjects spent about two hours a week on physical activity in Canada, slightly less than they spent in their native country. While 86% of the subjects participated in some physical activity in Canada, only eight to 16% participated in exercise at a level likely to have a positive impact on their cardiovascular health. When subjects lived in Canada, there was no significant difference in subjects' attitudes toward physical education depending on their ethnicity, religion, English language proficiency or number of years in Canada. There was also no significant difference in subjects' participation rates in physical activity depending on religion. Ethnicity did, however, have a significant effect on participation rates in physical activity and participation rates increased significantly as students' English language proficiency improved and as students spent more time in Canada. Also, attitudes toward physical education class were strongly related to achievement in physical education while participation rates in physical activity were not. Results from the qualitative portion of the thesis focused on how students articulated their feelings on physical education. Analyzed language data showed that ESL students had limited lexicogrammatical resources to describe their feelings, behaviours and reactions. An analysis of the value judgments made showed that students had varying abilities to support their judgments with good reasons. The issue students discussed most often was that English language problems prevented them from communicating with other students and resulted in them disliking physical education and doing poorly. Another issue of great concern for these E S L students was how difficult it was for them to pair up with native speaking partners. Students felt physical education teachers could do more to assist students with limited proficiencies in English and recommended many good teaching strategies for this purpose. As a result of this study, physical education and ESL teachers are encouraged to implement strategies which help female immigrant students integrate more successfully into physical education classes. It is essential that teachers respect the linguistic, cultural, racial and religious diversities of their students. Teachers should also include students' heritages in the curriculum as this leads to greater school achievement and to students feeling more highly valued. By using specific cooperative learning strategies, . teachers can orchestrate positive interactions between students in their classes in a structured way. By using the knowledge framework to teach language, content and thinking skills to ESL students, teachers can minimize English language demands and access students' first language knowledge. By teaching critical thinking skills, teachers can help students evaluate present situations accurately and make good choices such as establishing how to function in physical education classes more successfully. By teaching ESL students the discourse of value judgments and choice, teachers can help them effectively communicate their feelings and explain their viewpoints using institutionally adequate reasons. ESL and physical education teachers should encourage immigrant females to become involved in extracurricular sport and exercise activities and actively find or create opportunities for their inclusion. The benefits for new immigrant students include developing English language competencies, making friends, improving psychomotor skills, becoming more competent in sports, and feeling better about their abilities. This study developed a perspective on one aspect of new female immigrant students' education and led to a more sophisticated understanding of the physical education of immigrant students. There is a great need for more studies that examine the experiences of new immigrant female adolescents in sport and exercise.

The major focus of this study is to explore, using the 1990 British Columbia Mathematics Assessment data at the Grade 7 level, gender differences in mathematics teachers' beliefs. As well, this study compared these differences to gender differences of students' beliefs found in the same data. The theoretical rationale for this study is based on a model devised by this researcher, namely the Modified Cognitively Guided Instruction (CGI) Research Model, which is the combination of the Cognitively Guided Instruction Research Model (Fennema, Carpenter, and Peterson, 1989) and the Autonomous Learning Behavior (ALB) Model (Fennema & Peterson, 1985). Two way ANOVA as well as planned comparisons (t-test) were used to investigate gender differences within and across a random sample of two status groups (teachers and students). The analysis of the data suggested several conclusions. First, male and female teachers are more similar than different with respect to their beliefs regarding the importance and difficulty of selected mathematics topics. And, Numbers and Operations was the only topic under study in which male and female teachers differed significantly. Male teachers rated Numbers and Operations more important than female teachers. Second, gender differences existed only in students' beliefs about the difficulty of Geometry, and Numbers and Operations. Female students, compared to male students, believe Geometry and Numbers and Operations more difficult. Third, the findings of this study show that the gender differences within each status group are similar. In addition, significant gender difference was found only in overall male's and female's (regardless of their status) beliefs about the importance of Numbers and Operations. Males rated Numbers and Operations significantly more important than females. Further research which directly investigates gender differences in teachers' beliefs and students' beliefs is suggested, as well as further research into relationships between gender differences in teachers' and students' beliefs.

Examination of the context of record creation, maintenance, and use is a valuable tool which allows the archivist to build a body of knowledge regarding archival records and their creators. Such knowledge enables the archivist to make informed decisions in all realms of archival practice. This discussion focuses upon the women's organization, undertaking a case study of three organizations in Vancouver, British Columbia in order to provide information about their record keeping practices. The case study employs open-ended focus interviews, observation, and document analysis, where provided. Participants are selected based upon their involvement in the creation, maintenance, and use of records in their respective organizations. They are asked to provide information as to the administrative history of the organization and to describe the processes by which they receive, create, use, organize, maintain, and destroy records. Participants are also asked to characterize their organization and its record keeping practices as they relate to the concept of a women's organization. A framework for analysis is established, which allows for further characterization of each women's organization. This framework addresses the voluntary nature of most women's organizations, as well as their unique processes and forms. Three models are presented which allow for further characterization of the history, structure, and practices of each organization. The distinctive internal processes, forms, and record keeping practices of the Women's International League for Peace and Freedom, the Western Businesswomen's Association, and the West Coast Women's Legal Education and Action Fund are presented. The thesis concludes by providing recommendations regarding further explorations of record creation, maintenance, and use and their value for the archival profession.

Theories of anti-oppressive social work address social inequity through social justice perspectives. Recent literature in disability studies and social justice has not been extensively included in social work debate. I locate my research in between these two literatures. I examine how women with disabilities are portrayed in texts used in training undergraduate anti-oppressive social workers. I use an experience-based understanding of knowledge as a feminist social worker and a woman with a disability. The analysis of three texts shows that these particular depictions are wide-ranging though dated, and can unfortunately be mistaken as singularly definitive of all women with disabilities.