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Amelia Ceja is the president and CEO of Ceja Vineyards. Amelia grew Ceja Vineyards from a fledgling company producing only 750 cases annually to a well-respected winery, with wines that were served at the inauguration of President Barack Obama and wines that are served at top restaurants all over the world, including the three-Michelin-star restaurant French Laundry. The chapter presents a comprehensive overview of how one woman with a strong vision for success, motivated by perseverance and hard work, used familia, mentorship, customer knowledge, and flexibility as her go-to-market keys to success.

More is known about women travelling on public transport than about women working in public transport. This chapter addresses the latter and examines the barriers and challenges both for women as employees and for employers (usually men) employing women. A historical overview of women’s work in transport provides the context for considering more contemporary literature and data on the employment of women in the bus mode as the mode most pervasive in public transport. Primary evidence from two vignettes from the bus industry in New South Wales, Australia, which draw on first-hand experience to highlight some of the barriers and challenges for increasing women’s participation in public transport. Both vignettes reveal the changes that the industry has faced, as well as its ongoing challenges and the benefits of increasing women’s participation in transport work. The experiences from the vignettes highlight the numerous actors involved in making the changes to increase women’s participation – employers, regulators, governments, trade unions and workers themselves. The chapter discussion provides some tentative conclusions for policy and highlights areas for further research.

This lesson plan uses Amelia to Zora as an anchor book for an extended unit to discuss women’s contributions to the modern world. The lesson plan provides an annotated bibliography of biographies about the women profiles in the book as well as women selected by the instructor and students. The lesson plan is recommended for use in grades 5 and above and emphasizes social interaction among students in the whole process.

This lesson plan can be used with elementary students to integrate reading, social studies, and language arts. You Forgot Your Skirt, Amelia Bloomer is a humorous, yet accurate, account of the beginning of the Women’s Rights Movement. Students learn to make personal connections to women of today by comparing and contrasting past and present roles as well as predicting future roles. The needs of visual, auditory, and kinesthetic learners are addressed through hands-on activities and the use of technology, and primary sources are used to teach content. Students read other trade books on the lives of various women and make trading cards illustrating important contributions they made to history. Higher-order thinking questions are an integrative part of this lesson.

This essay outlines a critical theory of everyday resistance. This theory adopts a de-centered conception of law and power, and draws upon the theory of deliberative democracy to specify the conditions under which such power becomes illegitimate. This allows us to see everyday resistance as a symptom that discursive power has been generated under unjust conditions. Such an approach opens a new path of research in which we study everyday resistance as a response to the participatory deficits that exist in contemporary systems of power, and then identify the possibilities and obstacles for remedying those deficits.

This paper presents a case study examining the emissions impacts of a modal shift from on-road trucks to rail for goods movement through the Southern California ports region, one of the severest non-attainment areas in terms of national air quality standards. Recent completion of the Alameda Corridor, a 20-mile rail expressway that connects the Ports of Long Beach and Los Angeles with rail mainlines near downtown Los Angeles, provides substantial reserve capacity for port traffic to be diverted from the severely congested road network to the rail line. On-road vehicles emissions were estimated using California mobile-source emissions model, ‘EMFAC’ that incorporates a set of emissions factors for each vehicle type and an estimate of vehicle activity. These emissions were then compared with the emissions generated from trains increased to carry freight volume diverted from truck traffic. On the basis of year 2000 traffic level, it was estimated that for a 20 percent modal shift of port traffic, mobile-source emissions can be reduced up to 0.86 tons for nitrogen oxides and 16 kg for particulate matter per day. The analysis results indicate that encouraging the modal shift for port-related freight traffic should be an integral part of overall air quality improvement initiatives for the study area.

This study aims to understand the social justice commitment and the pedagogical advantage of teachers with a migrant background in Switzerland. Through semi-directive interviews with four of them, the research team analyses how these teachers use their background as a resource in their teaching practices. Linking their personal life experiences related to migration and schooling and their professional identity, results show that their history influences their teaching practices but moreover their commitment to social justice within school.

For this study, the authors conducted four semi-directive interviews with teachers with a migrant background. The research team transcribed all the interviews and analyzed them through Nvivo software. The analytical process followed the logic of content analysis as developed by Miles and Huberman (2003). The research team used several layers of categories and codes to produce a deeper understanding of the data. On this basis, the authors refined their categories and codes and created research memoranda including all the information to establish the profile of each teacher interviewed.

This study’s data showed that “teachers with a migrant background” is a broad category of individuals, all entering the teaching profession with their own life experiences, their own relation to diversity and their own personal background. It also showed that teachers with a migrant background seem committed to social justice in different ways. This relates to Mantel’s study (2021) that established three types of teachers with a migrant background. All of them developing a different pattern of commitment to social justice.

This study aimed at understanding teachers with a migrant background’s social justice commitment and pedagogical advantage in Switzerland (Canton of Geneva). If this field has been developed in North America, it is not well studied in Switzerland. Yet, the number of teachers with a migrant background is important in some part of the country and might be increasing in the next years. Exploring their potential is therefore a matter of representation and legitimation.