Biometric gonioscopy and the effects of age, race, and sex on the anterior chamber angle.

AIM:

To utilise a novel method for making measurements in the anterior chamber in order to compare the anterior chamber angles of people of European, African, and east Asian descent aged 40 years and over.

METHODS:

A cross sectional study on 15 people of each sex from each decade from the 40s to the 70s, from each of three racial groups-black, white, and Chinese Singaporeans. Biometric gonioscopy (BG) utilises a slit lamp mounted reticule to make measurements from the apparent iris insertion to Schwalbe's line through a Goldmann one mirror goniolens. The main outcome measures were BG measurements of the anterior chamber angle as detailed above.

RESULTS:

There was no significant difference in angle measurement between black, white, and Chinese races in this study. However, at younger ages people of Chinese race appeared to have deeper angles than white or black people, whereas the angles of older Chinese were significantly narrower (p = 0.004 for the difference in slope of BG by age between Chinese and both black and white people).

CONCLUSION:

The failure to detect a difference in angle measurements between these groups was surprising, given the much higher prevalence of angle closure among Chinese. It appears that the overall apparent similarity of BG means between Chinese and Western populations may mask very different trends with age. The apparently more rapid decline in angle width measurements with age among Chinese may be due to the higher prevalence of cataract or "creeping angle closure." However, longitudinal inferences from cross sectional data are problematic, and this may represent a cohort phenomenon caused by the increasing prevalence of myopia in the younger Singaporean population.

Second Welland Canal - Book 1, Survey Map 15 - Hydraulic Race and Aqueduct in Grantham

Survey map of the Second Welland Canal created by the Welland Canal Company showing the Canal along the eastern edge of the Town of St. Catharines. Identified structures associated with the Canal include Lock 7, Lock House Lot, and the towing path. The surveyors' measurements and notes can be seen in red and black ink and pencil. Local area landmarks are also identified and include bridges, streets, and roads (ex. Queenston Road, St. Catharines Macdamized Road and Suspension Bridge), a hydraulic race, and the Hydraulic Aqueduct. Properties and property owners of note are: Concession 7 Lots 12, 13, and 14, M. Bryant, Mrs. Soper, J. Capner, O. Phelps, P. Marren, Mrs. Parnell, J. Carty, Mrs. Ward, and J. Goodenew.

Diversity Discourse and the Ontario Educator: The Understandings of Race and Whiteness Among New White Ontario Teachers

As a recent teacher education graduate, I have been left with more questions than answers about how to create and maintain an equitable and antioppressive classroom. These complicated questions of equity laid the groundwork for this study, which explored how new teachers understood diversity, specifically whiteness, and how they connected these perceptions to their course-related experiences in their teacher education program. Using a qualitative approach, this study problematized the lack of critical discussions around diversity taking place in Ontario teacher education courses. Through purposive, homogenous sampling, 7 new Ontario educators participated in a semistructured interview that focused on their experiences as teacher candidates and new teachers and their understandings and ideas regarding diversity, race, and more specifically, whiteness. The findings suggest that the greater Canadian discourse surrounding multiculturalism impacts the everyday diversity talk of the participants, and that problematic ideas of acceptance and tolerance are common. The findings also show a strong discomfort and unfamiliarity among the participants with the terms whiteness and white privilege. Finally, the results also revealed that new teachers have limited experience in their teacher education to discuss and learn about diversity, particularly critical discussions about race and privilege. Through this investigation, I aimed to bring attention to the necessity of having these critical, albeit difficult, discussions around diversity and whiteness in order to support new, predominately white, teachers.

La France - la race - les colonies : une analyse historiographique en trois temps

Ce mémoire a pour objectif d’analyser et de répertorier les productions historiographiques sur la race et le racisme dans l’Atlantique français au XVIIIe siècle. À travers nos lectures, nous avons pu constater que l’historiographie sur les colonies françaises, de plus en plus abondante, et l’approche privilégiant l’espace atlantique ont pris beaucoup d’importance depuis les vingt dernières années et cela a grandement influencé notre choix de diviser les productions historiographiques en trois catégories qui seront les trois chapitres de ce mémoire. Dans un premier temps, nous traiterons des travaux portant plus spécifiquement sur la race et le racisme où nous présenterons le débat quant à l’origine temporelle du racisme. Par la suite, nous présenterons certains travaux en histoire de l’esclavage dans l’Atlantique français qui relient le développement de l’esclavage et celui de la pensée raciale. Finalement, nous aborderons la question du racisme dans la métropole française au XVIIIe siècle en analysant les études qui ont été faites sur les questions des minorités noires et juives en France ainsi que les études sur la question coloniale à l’heure de la Révolution française. Par ailleurs, nous allons aussi présenter le désaccord qu’il y a entre les historiens quant à l’authenticité de la croyance des philosophes des Lumières en leur idéologie prônant la tolérance. Avec les nouvelles productions en histoire atlantique, il est évident que la conception de la race en France est le résultat d’une multitude de facteurs : culturels, scientifiques, économiques et politiques.

Place, race and teaching geography.

Trata de la aportación que realizan la enseñanza de la geografía, y sus profesores del nivel de secundaria, a la educación en una sociedad multicultural. Éstos, se dan cuenta de que los programas escolares no reflejan las experiencias y las perspectivas de algunos de sus alumnos, procedentes de otras culturas y religiones. La respuesta a esto, fue reescribir los planes de estudio y sus textos, para permitir el estudio de culturas y modos de vida diferentes.

Race and american society, 1865-1970s.

Cumple con los requisitos para la especificación OCR AS de Historia, unidad F983, opción B. Las distintas partes del recurso estudian: la raza y la sociedad americana: cambio y continuidad; la raza y la sociedad americana: examen de las pruebas; cambio desde arriba: evidencia sobre el papel de las autoridades estatales y federales; resistencia desde arriba: evidencia sobre el papel de los grupos y las organizaciones; ideas y acciones: evidencia sobre el papel de los individuos; el movimiento de derechos civiles: protesta integracionista y no violenta; y la lucha por los derechos civiles: separatistas, supremacistas y terroristas. Incluye actividades que ayudan a la comprensión del contenido y a desarrollar en los estudiantes habilidades con la historia, análisis de situaciones y acontecimientos, breves biografías de personajes clave de la época, definiciones de palabras nuevas y consejos prácticos para los exámenes.