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Witnessing some of the most horrific scenes of terror, hate, and harassment, this work is about "evincing"—evincing in and with the stories, voices, screams, hurt, and pain of the victims, the racially and culturally marginalized scholars who are harassed for their research. My reflections, while they led to a poetic art piece, are about the critical "ongoingness" of continuously revealing the evidence and truth of the unsafe world of doing, being, and sitting with online research. In the evincing, we censure and condemn hate and harassment while vituperating and execrating the perpetrators, cyberspaces, systems, and institutions that target, abuse, mistreat, and malign women; Black, Indigenous, and people of colour (BIPOC); queer; disabled; and other marginalized scholars. Evincing is the ways in which their research work and lives remain present and alive through this art and those to come. In this evincing, their experiences of racism, misogyny, violence, isolation, powerlessness, helplessness, frustration, and fear are not simply spectacles for awareness. Rather, they are the grounds from which our methodologies for witnessing these scenes become our vocabularies in resistance, solidarities, and solutions. Evincing, then, is how we mobilize against these encounters of hate and harassment in celebration of safe, brave, healthy, and continuous academic journeys for all scholars. [ABSTRACT FROM AUTHOR]

By primarily locating the study of Black people through the lens of victimhood and pathology, university research and teaching often reinforce the notion of Blackness as social, cultural, and economic deficit. Centring Black ideas, art, and imagination as critical to a reformulation of the racist logic of Western thought offers a model for engaging the histories of Black peoples in Canada that exceeds a simple anti-racism lens. Invoking the early 19th-century debate about Black education between Booker T. Washington and W. E. B. Du Bois and drawing on lessons learned through the creation of a Black Canadian Studies Certificate at York University in Toronto, Canada, this article suggests that positioning Black studies within the humanities offers a different set of theoretical paradigms for thinking about human relationships and human possibilities. Understanding Black studies as a project toward, and not against, Black life reveals the critical role Black studies plays both in transforming the core character of universities and the societies in which we live. [ABSTRACT FROM AUTHOR]

The Canadian Union of Public Employees (CUPE) 3903 view the introduction of the new Ontario government's 'back to work' legislation (Bill 2) as detrimental and a threat to their fundamental bargaining rights. Why is the government legislating the CUPE members back to work instead of allowing them to further negotiate with the administration of York University? If resolving issues through the collective bargaining process is not allowed, then what will happen to the relationship between the union and the university authorities? Dilemma: Why did the government bring in the bill with 'back to work' clause? The concerned parties could have settled the issue through negotiation. Theory: Labour relations, integrative vs. distributive negotiation and third-party interventions Type of the case: Decisional and applied Protagonist: Not needed Options: Negotiation, appointing mediator, adopting competitive distributive strategy or collaborative integrative strategy Discussions and Case Questions: Suggest a more effective way to resolve the crisis. What are the main contentions of CUPE 3903 and the York University Administration in this negotiation? Discuss the strategies and tactics as used by CUPE 3903 and the York University Administration. Could these be optimized further? Evaluate the gap between the current strategy and the optimal one Is there any way in which a third-party mediator could craft a mutually beneficial agreement? [ABSTRACT FROM AUTHOR]

Increasing levels of business disruptions and disaster events on one hand while local, national and in-ternational campaigns on the other have increased businesses’ awareness, attention and demand for the need for business continuity management. As more and more businesses are looking to integrate disaster risk and business continuity management into their business operations and decision making processes, the need for such expertise has also increased. Despite these needs, many business schools around the world have not fully identified, realized or addressed them. While there are several models for integrating disaster risk and business continuity management in business education, York University has established undergraduate and graduate level disaster and emergency management programs in a business school setting to address these growing needs. Through this integration, considerable numbers of business students enroll in disaster risk management, and business continuity courses. Knowledge and skills that students acquire through these courses make them informed and knowledgeable players in business continuity management teams in their varied work places.

After forty-eight years of teaching—and some 8,000 or so nights in the theatre—Don Rubin, now a professor Emeritus, recalls how he became an actor, a critic and, then, accidentally stumbled into a most satisfying career in academe.

Copyright of Journal of Public Health is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective – This study assessed the needs for digital image delivery to facultymembers in Fine Arts at York University in order to ensure that future decisionsregarding the provision of digital images offered through commercial vendors andlicensed by the Libraries meet the needs of teaching faculty.Methods – The study was comprised of four parts. A Web survey was distributed to62 full-time faculty members in the Faculty of Fine Arts in February of 2011. A total of25 responses were received. Follow-up interviews were conducted with nine facultymembers. Usage statistics were examined for licensed library image databases. Arequest was posted on the electronic mail lists of the Art Libraries Society of NorthAmerica (ARLIS-L) and the Art Libraries Society of North America Canada Chapter(CARLIS-L) in April 2011 requesting feedback regarding the use of licensed imagedatabases. There were 25 responses received.Results – Licensed image databases receive low use and pose pedagogical andtechnological challenges for the majority of the faculty members in Fine Arts that wesurveyed. Relevant content is the overriding priority, followed by expediency and convenience, which take precedence over copyright and cleared permissions, resulting in a heavy reliance on Google Images Search.Conclusions – The needs of faculty members in Fine Arts who use digital images in their teaching at York University are not being met. The greatest shortcomings of licensed image databases provided by the Libraries are the content and technical challenges, which impede the ability of faculty to fully exploit them. Issues that need to be resolved include the lack of contemporary and Canadian content, training and support, and organizational responsibility for the provision of digital images and support for the use of digital images.

Copyright of Ad-minister is the property of Universidad EAFIT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Citation For Shelagh Wilkinson, 18 October 2009 Read by Professor Emerita Gwenda Echard Mr. Chancellor, Mr. President, Ladies, and Gentlemen: When York University was in the early years of its [...]

This article addresses policy issues outlined in Academic Transformation, a new study of Ontario universities. The theme of this book is the need to develop teaching universities to cope with the steadily rising number of undergraduate students, the need for more full-time teachers and the financial burdens of university funding. This prescription is seen as a flawed model for the needs of Ontario and for the students who attend teaching universities. What Ontario requires is a bold plan to remove the barriers to incremental funding that is based on body counts anda proactive research strategy that serves the knowledge needs of the future. The article lays out a strategy and offers prescriptions that differ substantially from those found in the book Academic Transformation. Cet article porte sur les questions d'orientation presentees dans une nouvelle etude sur les universites ontariennes, intitulee Academic Transformation. Le theme de cet ouvrage se concentre sur besoin d'avoir des universites d'enseignement capables de faire face au nombre sans cesse croissant d'etudiants de premier cycle, a un plus grand nombre d'enseignants a temps plein ainsi que sur le fardeau financier du financement des universites. Cette proposition est consideree comme un modele defectueux pour les besoins de l'Ontario et pour les etudiants qui frequentent les universites. Ce dont l'Ontario a besoin, c'est d'un plan audacieux pour supprimer les obstacles au financement sur plusieurs exercices, fonde sur le denombrement des effectifs, et d'une strategie de recherche proactive qui reponde aux besoins de l'avenir en matiere de connaissances. Uarticle presente une strategie et offre des prescriptions qui different considerablement de celles proposees dans le livre Academic Transformation., Ontario remains the heartland of Canada's national economy--by size, industrial sectors, diversity of population and export capacity--so it is timely that a group of authors has focused on a leading [...]

York University is a Canadian institution outside Toronto. Its Department of Politics seeks to hire a new professor to teach Black Politics. The job advertisement is very specific: 'This selection [...]

Robin Wood has been with CineAction since the beginning--a crucial part of the founding editorial collective in 1985. Robin has retired as one of our editors but will continue as [...]

This paper presents a campus tour assignment in a first-year undergraduate environmental studies course at York University, Toronto, Canada. As a pedagogical tool, the assignment enables students to interrogate the dominant narratives of a university's immediate physical spaces and to apply broader theoretical and practical concepts to their meanings and understandings. An exploration of three sites on the tour is offered as illustrations: a storm water pond, a woodlot, and a native species garden. Complicating the histories of these sites provides entry points for a variety of conversations and debates in reference to environmental sustainability, social justice, and civic engagement. The main objective of the campus tour is to prompt students to move beyond description to analysis and to raise questions about campus features by making connections to historical choices, policy alternatives and self-reflexivity. Many of the ideas presented could be modified for use on other campuses and could invite a larger discursive discussion on social and sustainability issues. [ABSTRACT FROM AUTHOR]

This guide describes the archives of the faculties, departments, and offices of York University (250 entries) as well as private fonds (202 entries) up to the end of 1993. Each [...]