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In the 1988 film The Accused, a young woman named Sarah Tobias is gang raped on a pinball machine by three men while a crowded bar watches. The rapists cut a deal with the prosecutor. Sarah's outrage at the deal convinces the assistant district attorney to prosecute members of the crowd that cheered on and encouraged the rape. This film shows how Sarah Tobias, a woman with little means and less experience, intuits that according to the law rape victims are incredible witnesses to their own victimization. The film goes on to critique what the “right” kind of witness would be. The Accused, therefore, is also about the relationship between witnessing and testimony, between seeing and the representation of that which was seen. It is about the power and responsibility of being a witness in law – one who sees and credibly attests to the truth of their vision – as it is also about what it means to bear witness to film – what can we know from watching movies.

Low self-esteem is common in people with learning disabilities. There is limited research examining the effectiveness of cognitive behavioural therapy (CBT) focused on low self-esteem within this client group. The purpose of this paper is to add to the limited evidence by describing the use of CBT focused on low self-esteem for a person with a learning disability in the context of emotion regulation difficulties.

An individual case study design was used, with repeated quantitative measures to monitor progress during weekly individual psychology sessions.

There was a reduction in the client’s feelings of anger and an increase in their self-esteem.

Further studies and follow-up would determine longevity of benefits. The inclusion of distress tolerance techniques may have impacted on the findings and limits the conclusions that can be drawn about the impact of CBT focused on low self-esteem.

This case study could make a small contribution to the evidence base for the effectiveness of CBT-based treatments for low self-esteem in people with learning disabilities, which is an under-researched area.

Inclusion Alberta and Concordia University of Edmonton share a long history of providing students with intellectual disabilities fully inclusive post-secondary education through active participation in university courses and campus life; enhancing the learning environment for all. The chapter begins with a synopsis of the partnership between Inclusion Alberta and Concordia University of Edmonton described by a senior university administrator, an overview of Inclusion Alberta and their innovative approaches to enabling children, youth, and adults with intellectual disabilities and their families to be fully included in community. Inclusion Alberta works to deeply embed individuals with disabilities in the natural pathways of life while capitalizing on community capacity, with inclusive post-secondary education as one example of how many young people normatively transition into adulthood. An Inclusion Alberta coordinator will detail her work supporting the inclusion of students at Concordia University of Edmonton. A current faculty member, and former inclusive post-secondary student, will share their experience with academics and co-curricular inclusion. The chapter provides a diversity of perspectives on inclusive post-secondary education within Alberta; this range of perspectives and deep partnership is critical for successful inclusive learning experiences.

In this paper, readers are introduced to the stories of Sarah, Ashley, and Chanelle, who represent different racial categorizations, class backgrounds, entryways into sex work, and histories of sexual victimization. These three women were each convicted as sex offenders because of their involvement in the prostitution of women or girls. This paper demonstrates that these women did not view their actions as sex offenses because their perceptions of themselves, men, women, sexuality, and prostitution were profoundly influenced by interconnecting experiences in their life histories. Child sexual abuse, economic needs, and abusive interpersonal relationships all impacted how these women viewed themselves and their actions. This paper briefly reviews the historically divisive and ultimately detrimental debate between feminists who frame all prostitution as sexual violence and feminists who advocate for full legalization of sex work. Sarah, Ashley, and Chanelle’s stories illustrate the complexities that exist within the lives of women who become involved in prostitution due to a variety of circumstances and social inequalities. Sarah, Ashley, and Chanelle were not completely hapless victims disenfranchised by their pimps, nor were they fully agentive sexual entrepreneurs unfairly targeted by the state. These women made a series of decisions based on their needs for survival, their personal economic desires, and their beliefs about men, women, and sexuality. This paper provides ample room for the women’s voices, and documents their explanations for why and how they became involved in prostitution, as well as the prostitution of other women and girls.

There are several proposed changes to the law in England and Wales that will particularly affect women with learning disabilities. The Sexual Offences Act 2003, the draft Mental Health Bill and the draft Mental Incapacity Bill all highlight the tension between state paternalism and individual autonomy. This paper uses a fictional case scenario in order to consider the practical implications of this proposed legislation, and dilemmas that may arise.

This article provides an analysis of the gendering process in product innovation. Interwoven into this process is the encapsulation of a token position. The article expands and deepens the tokenism theory through a discussion of gender in the innovation process. The article draws from recent and classical theories of gender, ranging from gendering approaches to Acker's theory of gendered organisations and processes within organisations, and Moss Kanter's tokenism theory. The main objective of the article is to address this gap in the tokenicsm discussion and introduce a new concept of “processual tokenism”.

The article builds on an intensive single case study and uses a narrative methodology and approach in the analysis of the data of the case in question. The primary data used in the narratives consist of interview data. The article also uses documents and reports as secondary data in the narrative construction. The approach used is theoretical, interpretative and qualitative.

The article provides a detailed narrative of the intertwined nature of the gender position in an organisation and the invention process. One of the outcomes is that the gendering of a product is triggered by tokenism, and that gendering of a product can be interpreted also as a deliberate and successful process. The article contributes to the tokenism theorizing.

The limitations of the article may relate to the specificity of the innovation process in chemical industry that are different to other industrial fields.

The article does not have direct practical implications.

The article contributes to the theory of tokenism by providing an updated and extended version of tokenism and naming it as “processual tokenism”. Furthermore, the article contributes to the debates on gendered organisations by focusing on gendering through tokenism and the persistence of male dominance. Finally, the article contributes to gender theories by introducing the idea and analysing of how the gendering of a product innovation takes place.

This paper aims to describe the process and outcomes of restorative justice (RJ) between a detained patient with autism and a person he harmed.

A single case study design was used to provide an in-depth description of a RJ referral.

Restorative outcomes that align with the theories of RJ, in particular trauma processing and emotional reconnection, were observed by RJ practitioners and reported by participants. The person harmed reported a “safer” memory of the offence.

The absence of outcome assessments limits the findings to observational data and self-reported experiences from participants. A triangulated outcome approach is recommended.

RJ practices can safely be applied within a secure hospital environment. The RJ process can also be followed by a person with difficulties in social and emotional processing.

The RJ process provides a safe framework within which forensic mental health services can respond to the needs of victims, which are not routinely addressed in standard clinical practice, and in worst case scenarios, may even be overlooked.

The horror genre is and always has been populated by women, who can be seen to be at once both objectified and empowered. Building off the preexisting gender hierarchies and dynamics embedded in the history of horror cinema, this chapter looks at a number of New French Extremity films that assault audiences with unrelenting scenes of violence, torture and self-mutilation, which are performed almost exclusively upon or by women. Although the films of the New French Extremity have been dismissed as exploitative in their representations of wounded and suffering female bodies, their narratives also offer internal criticisms of the misogynistic portals of victimhood that are prevalent in the genre. Through a close analysis of the films Inside (Bustillo & Maury, 2007) (French title: À L’intérieur) and Martyrs (Laugier, 2008), this chapter will examine how both films deviate from the male monster/female victim dichotomy. Although the women of these films may start off vulnerable, they take charge of their situations, while also compacting the nature of feminine identity.

Current top-down literacy reform mandates have reenergized attention to professional development (PD) outcomes. Still, questions remain about why English teachers struggle to apply their learning. Refocusing attention on understanding the complex yet critical relationship between professional development (PD) facilitators and teachers offers one explanation.

Using a telling case from an interactional ethnography, this paper illustrates how through their language-in-use teachers and facilitators can productively resolve conflicts that, if left unaddressed, can prevent teachers from acting on their professional learning.

A set of discursive moves – flagging, naming, soliciting and processing – provide a toolkit for surfacing and successfully resolving conflict in PD interactions.

These moves offer a way of prioritizing the importance of teacher–facilitator relationships in future research aimed at addressing the longstanding conundrum of how best to support English teachers’ ongoing professional learning.

Teaching facilitators and teachers how to collaboratively address inevitable conflicts offers a needed intervention in supporting both teacher and facilitator learning.

Previous research has affirmed that facilitators, like teachers, need support for navigating the complexity of professional learning interactions. This paper offers a language for uncovering why teacher–facilitator interactions can be so challenging for teachers and facilitators as well as ways of responding productively in-the-moment. It contributes to a more capacious understanding of how these relationships shape diverse English teacher learning.

The capability to perform dexterous operations in an autonomous manner would greatly enhance the productivity of robotic operations. In this paper, we present a new methodology for vision‐based grasping of objects or parts using a three‐finger hand as a gripper of a robotic manipulator.

The hand employed in our work, called SARAH, was designed for robotic operations on the space station, however, the main steps of our procedure can be applied for tasks in a manufacturing environment. Our methodology involves two principal stages: automatic synthesis of grasps for planar and revolute objects with SARAH and vision‐based pose estimation of the object to be grasped. For both stages, we assume that a model of the object is available off‐line.

In the paper, numerical results are presented for grasp synthesis of several objects with SARAH to demonstrate the feasibility and optimality of the synthesized grasps. Experimental results are also obtained with SARAH as the end‐effector of a seven‐degree‐of‐freedom robotic arm, demonstrating the feasibility of the integrated vision‐based grasping.

The methodology described in the paper, although represents a substantial step towards automated grasping with a robotic manipulator, still requires some decision making from the user. Further work can improve the pose identification aspects of the algorithm to make them more robust and free of human intervention. As well, the grasp synthesis procedure can be expanded to handle more complex and possibly moving objects, as well as to allow for different grasp types than those considered here.

The work demonstrates feasibility of autonomous grasp execution in industrial setting by using a three‐finger hand as a robotic gripper.

The results presented in the paper demonstrate the feasibility of synthesising optimised grasps which take into account the kinematics of the gripper. We also demonstrate a real implementation of vision‐based grasping by using a robotic manipulator with a three‐finger hand.