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This paper explores the status of Iraq's most vulnerable people, who have been disproportionately affected by gross human rights violations, and the applicability of the offence of genocide to such violations following the deterioration of the security situation within Iraqi territories under the control of so-called Islamic State of Iraq and the Levant (ISIL). The paper examines the legal concepts of “genocide” and “minority” at the international and internal levels. It identifies heinous acts committed against Iraqi minorities, characterizes the extent to which such acts can be categorized as genocide, and explores the applicable provisions of international criminal law (ICL). The paper employs an analytical-empirical methodology, for it explains the legal texts, accompanied with case law, and compares them with the on-ground status, in addition to data gathering. In terms of the legal context, the paper looks specifically at ICL; in terms of subject, it is restricted to the large-scale killings and other heinous acts perpetrated by ISIL against certain Iraqi minorities, particularly Yazidis, Christians, Turkmans, Kakayis, and Shabaks, that may amount to genocide or other international crimes such as crimes against humanity or war crimes. It is also restricted geographically and chronologically, to certain northern and central areas of Iraq during the period of armed conflict (2014 to 2017) between the Iraqi and Kurdistani governments on the one hand, and ISIL on the other. The main objective of this paper is to study the situation of Iraqi minorities and to monitor grave violations of their rights, specifically regarding the crime of genocide, in order to identify the best legal and judicial measures for intensifying internal and international cooperation in regard to prosecuting perpetrators, implementing the rules of ICL effectively, and eventually protecting these defenceless minorities by avoiding the future recurrence of such crimes.

The purpose of this paper is simultaneously to investigate researcher use and awareness of author addenda (e.g., the Scholarly Publishing and Academic Resources Coalition [SPARC] author addendum) and publisher awareness and acceptance of the same. Researchers at U15 Group of Canadian Research Universities institutions were targeted, and a survey was sent to faculty, graduate, and postdoctoral associations to share with their members. Following a low response rate, the survey was sent to a listserv of copyright librarians in Canada with a message that encouraged them to share it with researchers at their institutions. Eighty-one researchers responded to the survey. Eighty-six percent of researchers (n = 70) indicated that they were unaware of author addenda. Researchers were asked to identify how often they negotiate their publishing agreements, and of those who answered the question, 84.2% (n = 64) responded that they never negotiate. Thirteen publishers or publishing organizations were contacted and asked if they would participate in phone interviews about copyright practices and author addenda. Two large multinational publishers agreed to participate. Both publishers indicated that very few authors attempt to negotiate their agreements and that of those who choose to negotiate, even fewer use addenda. Both indicated that they do not accept the SPARC author addendum. This study’s small sample sizes mean that more information needs to be collected before firm conclusions can be drawn. Based on the responses from the two large publishers, the best way to help Tri-Agency-funded researchers may be for libraries and the Tri-Agency to negotiate with publishers for funder-based exceptions.

Keywords: droit d’auteur, publication, addenda, copyright, publication, addendum

Recently community engagement has emerged as a priority among universities, offering new opportunities for their libraries. A literature scan of community-centred work in libraries reveals diverse examples but a lack of conceptual definitions or frameworks to  help practitioners advance their work for social impact.  We present a case study using the Carnegie Foundation definition of community engagement and apply two conceptual frameworks: living lab constructs  and boundary spanning theory. The living lab constructs provide a framework to describe an innovation process that addresses a social challenge, experiments with specific actions for change, and defines specific returns or social impact. Boundary spanning theory provides a framework to help university leaders conceptualize linkages to community in ways that account for institutional complexity and foster reciprocal, mutually beneficial relationships with community partners. We use these two frameworks to describe the Making Research Accessible initiative which has three goals: i) increase the accessibility and impact of research done in the community; ii) increase the availability to researchers of community-generated research;  iii) create opportunities for  community and  university members to share information and learn from each other. From the  case study, we summarize  what we have learned about community engagement to be of general relevance to library practitioners.

Keywords: engagement communautaire, community engagement, laboratoire vivant, living labs, open access, libre accès, délimitation des frontières, boundary spanning, academic libraries, bibliothèques universitaires, technical innovations, innovations techniques, communautés marginalisées, marginalized communities, communication savante, scholarly communication

The temporary contract is often framed to Master of Library and Information Studies (MLIS) graduate students as a key gateway into the field of academic librarianship (Lacey 2019), and yet outside of a few important studies and personal reflections, literature on this topic is relatively scarce. This paper reports on the demographics of participant academic librarians who have held temporary contracts in Canada, their career paths, the conditions under which they held contracts, and their experiences of workplace integration and other positive and negative outcomes. Study participants (n=95) have held one or more temporary contracts as an academic librarian in Canada during their career. An online survey was distributed, asking closed and open-ended questions. The data were analyzed using Excel, Qualtrics, NVivo, and manual methods. Participants derived new skills, new networks, satisfaction and confidence from their contract experiences (though sometimes only in retrospect), while others felt excluded, overworked, undervalued, and prevented from making life decisions. And many felt all these things at the same time, meaning that contract academic librarians are caught in a difficult set of competing structural and emotional experiences.

Keywords: bibliothéconomie universitaire, academic libarianship, travail, labour, travail précaire, precarious labour

In this article, we employ a multinomial logistic regression model to determine which factors predict middle- and upper income class belonging among Indigenous and non-Indigenous people. We examine the impact of identity, education, occupation, and urbanization on income status. The positive impact of higher education is captured by the model; however, post-secondary education has a greater impact on some Indigenous groups than others. We present interaction terms between education and identity to show that investment in higher education is crucial to Indigenous people’s income attainment; however, some identity groups benefit more than others.

Keywords: Education, Indigenous Peoples in Canada, socioeconomic mobility

In the summer of 2020, as social conflict polarized the United States and calls to reform and defund the police were heard across the nation, Valencia College stepped up and redefined its role to better serve students by taking steps to improve the training and education of the next generation of law enforcement and thereby to strengthen the community. A call to action by the college president to discuss adequate and inadequate law enforcement training and education led to engagement in deep conversations for solutions and fundamental change and efforts to be responsive and lead the training needs of local law enforcement agencies. To this end, the School of Public Safety adopted a holistic approach to seek solutions through a community, organizational, and administrative lens, based on the Public Affairs Triumvirate Leadership Strategy (Goltz, 2020). In this leadership strategy, three constructs with select approaches are grounded in traditional leadership ethics and dimensions. The strategy guided the School of Public Safety to the foundation and development of a collaborative strategic impact plan so Valencia College could aim to be an “agent of change” in the community by elevating equitable and just law enforcement education and training in central Florida. This endeavor also adopted a governance framework and Valencia College assembled a diverse thirty-member Equitable and Just Policing Education and Training Task Force to seek recommendations from the community. A theory of change, from a quantum perspective, grounded the recommendations from the Task Force to reframe law enforcement education and training at Valencia College, thus offering solutions in a turbulent environment. Solutions included changes to the law enforcement curriculum that are being assessed through equity minded learning outcomes, the adoption of a learning management system designed to enhance supplemental training in the law enforcement academy, a broadened equitable and just policing training strategy for officers and leaders in the field, deeper partnerships with criminal justice programs at regional high schools, and a leadership role in an ever-growing community resiliency group in central Florida.

Keywords: design principles, principes de design, design thinking, conception créative, leadership, leadership, public affairs triumvirate, triumvirat d’affaires publiques, theory of change, théorie du changement

Genre-based approaches are known for their benefits in first and second language classes. In Québec, the intensive English program offered in sixth grade focuses on the teaching of English – less time is therefore devoted to other disciplines, including French. Through this study, our pedagogical goal was to help students develop their writing skills in both French and English. To do so, we invited a classroom teacher and a second language English teacher to bilingually coteach a unit that zeroes in on the characteristics of a specific genre, the written recommendation of a narrative piece. The analysis of approximately 30 recommendations written by students at the end of this unit sheds light on the characteristics found in these texts. More specifically, this article highlights how writers address the reader, how they summarize the narrative pieces, and how they showcase the quality of the pieces in both their English and French texts. These results allow us to believe that pupils build a good understanding of the genre at stake and that the unit created in the context of this study should be developed further.

This article concerns young adults’ institutional encounters with professionals in the context of youth services. The encounters are analyzed as institutional social control — the practices and mechanisms that steer young people’s conduct in accordance with the normative order. We make visible young adults’ acts of everyday resistance as they negotiate, problematize, and challenge aspects of institutional social control. The data consist of 17 life-course interviews with young adults aged 18 to 24 who visited youth shelters organized by the Finnish Red Cross. Participants expressed criticism of the normative expectations and the categorizing and controlling practices that they encountered. However, there is a danger that in the institutional encounters, their acts of everyday resistance are not acknowledged as political agency; instead, stereotypical notions strengthen the interpretation of the young adults as problematic or in need of protection. This lack of recognition may contribute to increased vulnerability in the young people the institutions are intended to support them.

Keywords: citizenship, everyday resistance, institutions, social control, young adults, youth

This article examines divorce professionals’ attitudes and stances in response to common criticisms of how they deal with divorce outcomes for fathers, according to which men are discriminated against in negotiations on the custody and living arrangements of their children. The study applied the relatively new qualitative attitude approach, and hence a further aim was to test its fitness for studying attitudes. Eighteen Finnish family professionals who worked with divorce cases — social workers, psychologists, district court judges, and lawyers — participated in semi-structured interviews in which they discussed claims designed to be provocative. The family professionals were found to show both collective, shared attitudes and diversity in attitudes and stances. The participants strove to position themselves as gender-neutral and as promoters of equality between mothers and fathers, and thus in accordance with the ideal of a good professional. The divorce professionals argued that their overriding aim was to secure the well-being of children. The method revealed some attribution bias, manifested as victim blaming, where fathers themselves were in part held accountable for the gendered post-divorce situation. The results highlight potential areas of cooperation between different types of divorce professionals that could lay a foundation for improving services and support for divorced parents and children.

Keywords: divorce professionals, divorce, fatherhood, qualitative attitude approach

Call to Action 93 requests revision of the Canadian citizenship materials to include more information about treaties and residential schools. Although the citizenship materials have been analyzed in terms of how they present the concepts of citizenship, multiculturalism, and Canadian values, little work has been done on how Discover Canada (2012) presents the history of Indigenous peoples in Canada in relation to the Calls to Action. Discover Canada (2012) includes only one mention of the term “residential schools” and four mentions of the terms “treaty” or “treaties” in relation to Indigenous groups. Equally troubling, though, is the guide’s overall characterization of Indigenous groups and their history in Canada. By asking critical questions about textual features that fit into TESL curricula, I demonstrate how TESL instructors can both meet the language teaching requirements of their institutions and answer Call to Action 93 by presenting alternative narratives about Indigenous history in Canada.

Keywords: Critical discourse analysis, critical pedagogy, critical EAP, Indigenous peoples and history, Canadian citizenship, Calls to Action