Women’s History Month Pt. 2

Earlier this month I posted about Women’s history month and shared the poster ETFO had shared. Poster I showed the poster to my history class of grade eight students and had each student read out one of the events. As we got closer and closer to 2023, students were getting more shocked of how recent each event was. Comments such as, “that was only twenty years ago!” or “that was only ten years ago!” were heard around the room.

After the students heard all of the events, students were asked to find a partner and then were asked to dig deeper into one of the topics from the poster. They each had 25-30 minutes to research and then had the rest of the class to share their findings. Each group presented and gave a summary of the topic. The conversations around the room were mostly shocked as they realized that our world was not “fair” for all until quite recently. It wasn’t until I shared that my mom did not have the same rights as men for most of her teens and twenties that the events on this poster really struck home.

As we get further into our history unit (Canada 1850-1890), it will be interesting to see how thinking about how far Canada still has to go to make things “fair”. I know these topics will come up throughout the rest of the year and I hope we can go back to these dates to further discuss each topic.

Women’s History Month

Women’s history month is this month and ETFO has shared the poster with members via email. Click link to be brought to a PDF of the poster:  ETFO Women’s History Month Poster

Many shocking and thought provoking dates on this poster as it deals with many challenging topics. I am going to have my class (history, language, art, etc.) select one of the important dates on the poster and do some extra research about the topic. This is a great cross curricular opportunity as there are so many great ways to assess their learning.

Other activities I will try incorporating:

  • Poster for a specific event (as there is so much great information on the etfo poster)
  • Presenting their information to the entire class that they discover about their topic of interest 
  • Announcements for the school so they can learn more about each topic 
  • Infographic about their specific topic 

I look forward to sharing some of their finished products but I wanted to post this as the month has just begun and perhaps some people hadn’t looked at the poster yet. But I think it’s a great opportunity as I’m sure most of our students are unaware of most or all of these moments in history. 

Attitude of Gratitude

I don't have to chase extraordinary moments to find happiness -- it's right in front of me if I'm paying attention and practicing gratitude.

Many years ago I remember watching a gratitude themed Oprah episode.  There was a gratitude journal that the guest had developed and was relaying all of the benefits of writing down things that you were grateful for each day.  The power of suggestion (I’m a sucker for an impulse buy for self-improvement) lead me to the nearest Chapters to purchase one of those journals that weekend.  I certainly didn’t fill that journal. I think I lost interest in a couple of months because it felt as though I was writing the same thing over and over again.  I realize now that gratitude, like mindfulness and meditation, is a “practice.”

Gratitude practice is most effective when life is rough.  It sounds counterintuitive.  It is much easier to be grateful when things are going well right?  Easy to “count your blessings” when you are sitting on a beach in a resort in the Dominican Republic.  I personally feel the power of the gratitude practice when life isn’t going according to plan.  Though, I want to be clear here, there is a fine line between true gratitude practice and “looking on the bright side” or “finding the silver lining.”  That bright-side-silver-lining thinking can border on toxic positivity which isn’t helpful.

Gratitude practice means different things to different people.  For me, it is connected to daily journaling.  Each night since the fall I have been writing about my day in terms of gratitude before going to bed. Some nights I might write for 5 minutes.  Some nights I write for a half hour.  It might read something like, “I’m grateful that we got outside for a walk, that my son felt good about his essay after all of the struggles and tears, that we were able to eat a healthy meal, for Hello Fresh being delivered to my door and for the opportunity to reach out and connect to some new teachers through professional learning today.”  I try to reflect on the events of my day in terms of gratitude.  I could write in my journal that the technology in my professional learning session that day was glitchy, we got off to a rocky start trying to get everyone into the WebEx room, and there were links that didn’t work even though I had tested them twice. Instead, I choose to be grateful for the connection and discussion that I had with the teachers that day.  It isn’t that I ignore that bad things happen or think about how things can be improved, but ruminating on the bad things that happened during the day right before going to bed isn’t going to ensure much of a restful sleep.

In some of the professional learning opportunities that I have recently hosted with new teachers we have discussed the struggles of the current climate in the classroom.  It is important to have a safe place for teachers to voice those concerns and have someone listen with compassion and empathy and ask curious questions.  I will often say that there are many things that I can’t help them with, but that I am there to “embrace the suck” with them.   At the conclusion of those discussions my final question is always, “What is a recent personal or professional success that you’ve experienced that you would like to share with the group?”  This ends the discussion on a note of gratitude. It is SO easy to get caught up in venting and complaining about the situation in education right now. Teaching it is NOT an easy job on any given day but the difficulties have grown exponentially with the pressures that COVID has added.  So when we can take a moment to remember why we continue to go to work each day, why we got into the job in the first place and what our recent wins have been, I think it brings a feeling of hope.

Sometimes I practice gratitude in a less formal way that is more like mindfulness.  Recently while walking on a treed trail on a bright, sunny, winter day with my best friend, I stopped mid sentence and just looked around at the beauty.  I said to my friend, “I just had to take a minute to take this in.  We are so fortunate to be able to walk here.”  It only took a moment.  I don’t do that all of the time, we’d never get anywhere on our walks! However, remembering to do it every so often helps me to deal with stress and the bad things when they do happen.  If in the moment of a stressful situation I can take a moment to breathe and practice gratitude it sometimes keeps the emotions from escalating.  When conversing with someone who is frustrated and perhaps complaining or lashing out I try to remember that this person is doing the best they can at that moment and that each opportunity to interact with someone who is suffering is a chance to learn and I try to be grateful for that.  Author Andrea Owen in her book, “How to Stop Feeling Like Sh*t” would call it an AFOG-another flipping opportunity for growth.  When I remember to think about gratitude in a not so great moment, I might do it raised shoulders and through gritted teeth, but I keep trying.  It is, after all a practice.

“If the opposite of scarcity is enough, then practicing gratitude is how we acknowledge that there’s enough and that we’re enough.” -Brene Brown

Rejuvenation Through Creation

For me as a kid, there was no better feeling than opening up a new box of 64 Crayola crayons.  The big box with the flip top lid and the sharpener on the side.  I can remember agonizing over which colour to pick first and being so thrilled by the perfection of the colour palette in neat rows in that box.  I loved to draw and colour. I could do it for hours never lifting my attention from the page.  In adulthood, I abandoned doing art for pleasure.  It seemed silly for me to sit around and draw or paint for no real reason.  I felt I should be doing something productive.  A few years ago I began to create art again and realized how much I had missed it and how much joy it brought to my life. I create digital art now, which isn’t quite the same rush as opening a box of crayons but it is easier to share with others-like the picture above.  I have recently learned about the health and wellness benefits of creating. Creating is rejuvenating, it is rest and it is soul food.

Dan Tricarico, in his book “Sanctuaries: Self-Care Secrets for Stressed-Out Teachers”, he talks about how people get lost in an activity that you love so much that the rest of the world seems to fade away.  He calls it a state of “flow”.  I find myself getting into that state of flow when I draw, create music, write, cook or do jigsaw puzzles.  It isn’t that passive state of binge watching something on Netflix.  However, sometimes life’s answer is just that.  The state of flow is active and when I emerge from that state of flow, I feel rested and invigorated.  In Jessie Scholl’s article, “Go With the Flow: How States of Blissful Concentration Can Boost Your Overall Health and Well-Being” she states that, “Flow triggers the opposite of a fight-or-flight response.  Breathing becomes more relaxed, muscles loosen, and heart rate slows.  The specific biochemistry associated with flow varies depending on the activity, but the overall benefits to health and well-being are the same. ”  In fact, a 2018 Forbes article, “Here’s How Creativity Actually Improves Your Health” written by Ashley Stahl, claims that creativity increases happiness, reduces dementia, improves mental health, boosts your immune system and makes you smarter. Well, who doesn’t want all of those things?

You don’t have to be a professional musician, writer, artist or athlete to practice flow.  You can do it with any activity with some level of skill that requires you to pay attention.  It is really a type of active meditation.  Flow can be found with exercise, writing, dancing, baking, gardening, robotics or whatever activity brings you joy.

Don’t have the “time” for a creative pursuit?  It definitely requires some intentional effort to ensure that you take some time each day to pursue what you enjoy doing. It doesn’t have to be for hours but make it a specific small goal. In building anything into a routine or ritual, micro habits are key.  These are tiny steps towards implementation that grow into longer lasting habits. When I started creating art again, I just started with doing 5 minutes a day.  I just drew something.  I wasn’t worried about perfection or even completion.  I started getting lost in the flow and those minutes eventually became hours over time.  I continued to build my time until I created the habit to attempt to do something creative at least twice a week.  Beware of your inner perfectionism critic if you have one, like I do.  Give yourself some self compassion if you get out of the habit.  No one is keeping score and it is meant to be for you and your health and wellness.  When I get lost in stress and the life’s duties I often think, I should probably create something and get into that flow state-it has been a while.  Ultimately, I never regret taking that time away from the rush and hustle.

If your activity is just one more thing on your to-do list, it isn’t going to bring you joy and happiness.  In order for something to really feed your soul, it has to be something you value, something authentically you and something that you want to do because it brings you a sense of flow, peace, focus and energy.  Hopefully you will find something that gives you that “new box of crayons feeling,” whatever that means for you.

Compassion Fatigue and Teacher Burnout

It is no secret to educators that teaching is an occupation of high stress.  A Johns Hopkins University study ranked teaching as the 4th most stressful job of all occupations.  Educators know that the job is stressful, but sometimes it helps to put a name to something in order to help us cope.  Sometimes, it is enough to know that others are going through what we are going through in order to come to terms with our own feelings. Recently during a webinar workshop from “Right to Play,” the facilitators referred to what some educators are experiencing right now as “compassion fatigue.”  I had heard of this phenomenon relating to emergency response occupations, but I had never really thought about it in terms of education.  What we may consider “stress” in the teaching profession may be explained in better detail by examining compassion fatigue.

According to Joanna Krop, author of  “Caring without Tiring: Dealing with Compassion Fatigue Burnout in Teaching,” compassion fatigue “is a form of burnout characterized by extreme mental, emotional and spiritual exhaustion, and it’s an occupational hazard in the caring professions.”

Teacher burnout is not something new.  Recently, however, there have been a number of articles written on the topic of teacher burnout.  A few days ago, the CBC released and article with the results of a survey completed by 2,000 teachers about the pressures in education. One third of the respondents are thinking about retiring or seeking a new career.  One third.  Some educators cite that the pressure and stress is coming from trying to maintain the best educational experiences possible for students while also trying to adhere to pandemic rules and guidelines.  Teachers hold themselves to a high level of integrity and service in their work, in addition to wanting to help their students and their families.  Then add a global pandemic on top of the regular burnout reasons.  As if that wasn’t enough, there are so few teachers available for daily occasional work that teachers feel more guilty than ever when they need to take time for their health.  For many educators, teaching isn’t the only thing that is leading to that compassion fatigue as many teachers have the added pressures of taking care of children and/or aging parents. The most challenging aspect of burnout is that what seems to be the biggest factor in burnout is dedication to the job.  The more dedicated the teacher, the more apt they are to experience burnout. Teachers are burning out because they care.  Hardly seems fair.

The question becomes then, how do we counteract compassion fatigue and burnout? From what I’ve researched, it is all of the things that we know are good for our mental health:

  • figure out what you can control and what you can’t and focus on what you can control
  • temper your expectations of yourself and your work (remember that we are in the middle of a global pandemic and the circumstances are different)
  • small steps towards getting outside, eating betting, exercising and doing creative things
  • surround yourself with supportive people and trusted colleagues
  • be aware of toxic positivity or the rabbit hole of complaining about things
  • show your true self to your students, be authentic so that your students have permission to be authentic too
  • quiet time for yourself and for being mindful

All of that sounds wonderful.  All of it sounds like common sense.  However, it isn’t as easy to put into practice as all of the research makes it sound.  This can appear of just another long list of things to do added to an already long list of things to do. Sometimes burnout can get to a point where you feel immobilized or you may even be at the point that just getting through the next breath is all that you can plan.  As someone who generally plans the menu of meals for our family a week in advance so that we can do our groceries, I know the chaos I feel with uncertainty.  Right now my plan is to try to be patient and gentle with myself.  Everything is going a hundred miles an hour and I keep thinking that I have to keep up or somehow I’ll miss the bus.  However, I also know that if I get to the point of exhaustion, I become less self aware and I’ll end up getting run over by the bus and won’t be good to anyone.

It feels like an impossible task to willingly accept less of myself than I normally expect.  I feel like I will let others down.  However, if I don’t temper the expectations that I have of myself and my work I’m going to have tire tracks on my back and that won’t be good for anyone.

The Gender Gap in Technology

Quote for blog

According to a recent report* by ICTC (the Information and Technology Information Council) Canadian women represent about 50% of the overall workforce but represent only 25% of the technology industry workforce.  Of the 100 major tech companies in Canada only 5 have female CEOs and 1 Co-CEO.   26% of the tech companies have no women in senior leadership at all.  There is a gender wage gap in the industry of $7,000-$20,00 per year.  When I read these statistics I wondered as educators, what can we do about the gender gap in technology?  This is not an exhaustive list, but it is a place to begin:

1.  Build her confidence in her abilities.

2. Cultivate a community of supportive peers.

3.  Provide a STEM/STEAM club for girls.

4. Ensure that access to technology and computer experiences is encouraged and inclusive.

5. Foster interest in computing careers.

6. Be a role model as a LEARNER.

May 11th is National Girls Learning Code Day.  If you are looking to encourage coders in your school, why not begin on May 11th?  Below you will find links to resources for beginning coding.  Many students code on their own at home and may appreciate the opportunity to mentor fellow students.  The resources attached will get you started.  There is no special equipment or robotics required.  Teachers do not have to be expert coders to encourage their students.  Teachers can be role models of resilience, risk taking and problem solving by learning alongside their students.  Teachers only need to open the door and expose their students to the opportunities.

Girls Who Code Canada

National Girls Learn Code Day

Canada Learning Code

Scratch

Hour of Code

Code.org

 

*Cutean, A., Ivus, M. (2017). The Digital Talent Dividend: Shifting Gears in a Changing Economy. Information and Communications Technology Council (ICTC). Ottawa, Canada.

Elaborated and written by Alexandra Cutean (Director, Digital Innovation Research and Policy). and Maryna Ivus (Senior Analyst, Research and Policy) with generous support from the ICTC Research and Policy Team.

Social Advocate through Children’s Story

While many are marching to show the Ford Government our thoughts about the budget cuts, I am reflecting on how we can safely ride out this storm. As a Social Advocate for equal rights and positive outcomes for our children and this world, I am with my sisters and brothers at Queens Park today in spirit and via social media. I find myself planning ways to help the education team and students get through this next tumultuous time while supporting each other and focusing on self care. #ETFOstrong

This week I was privileged to be part of an audience engaged by the “beautiful” and talented writer, Helaine Becker. http://www.helainebecker.com/abouttheauthor.html

She presented to our school community to Grades 4-8 and then to Grades K-4.  I always enjoy an inspiring hero and artist who can inform and bring all those social justice issues that I am passionate about to the forefront with the power of words and books.

I am a woman science and mathematics teacher. This book excites me. It encompasses so many issues that I am passionate about.  “Counting on Katherine” tells the story of Katherine Johnson and the societal blocks she faced through her life.  She faced racism and sexism at every turn yet never stopped believing in herself. This story brings the truth to us about how she improved the world. She is one of the many previously unknown hero’s of my time.

countingonkatherinerevised_cover

During the very “beautiful” and talented Helaine’s presentation, I found myself and the school population, captivated with her presentation. She spoke of so many subjects which excite me. These topics open opportunities and possibilities for the many I educate. Helaine spoke of how she wrote about feminism, racism and suppression. She included topics of mathematics, science, space, and the “power of the pen”. She introduced the dream of writing to many during her amazing and dynamic presentation of her children’s books.

Thank you, Helaine for introducing me to another hero. I will now share Katherine Johnson’s story with many for years to come.

Coding for all

hourofcode.com 

This has become an annual event across the nations.  In Canada, 200,000 technology jobs will not be filled in the year 2020. Hour of Code is a great way to teach about some of the opportunities available to students. December 3 – 7 is also known as Computer Science Education Week and Canada Learning Code Week. I will have students participate in a variety of activities relating to these coding activities.  This is a way to introduce and enrich the learning of students from all grades.

 

Hackergals Hackathon

Hackathon has also become an annual event. December 12th schools from across Canada will participate in an event which they have been learning and practicing for this past few months. Hackergals vision is to empower young girls across Canada to explore the possibilities in coding. Women are under represented in technology and this event strives to expose many girls to computer science in the classroom.

 

First Lego League(FLL)-

www.firstinspires.org is another activity that students eagerly participate in.  It does have an extra cost unlike the Hourofcode and Hackergals which are both free.  FLL is an event that instills many skills and abilities to all who participate.  It is a team building, code learning, exciting journey for all who participate.  Lego League has many different avenues for all grade levels.  December is the competition time where students will participate in a Qualifying Tournament to determine who will move to the next level of play. Involvement of the community provides much success for may teams.

 

I have enrolled teams in all three of these events.  These individuals grow in many ways and often take leadership roles in next steps.  I encourage anyone who has the support of staff and community to become actively involved in any of these activities.

Happy New Year

As a parent and educator this time of year is a transition back into a regimented routine. It is the New YearNew Year, for my child entering grade 3. New Year, for myself with a traveling (on a cart) assignment, Grade 5-8 Math and Self Contained Class coverage.

Preparation for this New Year celebration spans through the summer.  Beginning in June by sorting and putting away this past year’s materials. I’m always thinking about what the New Year will hold.  When I’m shopping and something catches my eye, I think, “Is it useful to me and my charges? Can I afford it? Will I use it?” As I unpack my storage areaZ, I find all kinds of collectables there.  I started teaching at the beginning of the technological age of the education system.  I still have materials necessary before the use of technology. This year, I found a grade 3, “Word Wall”. My child’s Grade 3 teacher, inherited this and a box of books for this level. whether she uses them or not, I feel great about the possibility.  Sharing with others brings me joy.

New Year is a great celebration, ringing in the new, decorating for the season, preparing for a fantastic time, thinking of all the details, and knowing that an unpredictable event will happen and I will have to adapt and be flexible to smoothly slide through it. As Educators we have a multitude of talents. We are planners, organizers, predictors, caregivers, decorators, researchers to name a few.  With all celebrations we plan and prepare well before the event. It is exciting to watch, assist and create space for the New Year.  It is exciting to meet the new educators, children, and families whom will help with the growing and learning for all.

During the summer, usually a few weeks before the New Year, nightmares enter my dreams which include, “I’m lost in the school. I’m late getting there. I forget the most important item of my plan.” My mother has been retired from teaching for over 20 years and still has these dreams/nightmares just before the New Year. I wake up in the night thinking about plans and details. I jot notes in preparation for the celebration back, then convince my brain to slow down and return to a resting place.

The preparations as an Educator include more than the New Year celebration.  These include preparing yourself and others for a change in routine. My child has appointments through the week.  I have to plan my life around these and my own appointments too. I have to prepare for travel to and from, meals to eat, clothes for the changing season and the New Year.  I have learned to slowly slide into these practices beginning before the New Year.  This gives my body  a chance to adapt to the earlier start times, bed times and daily expectations.  I began teaching later in life and my body and mind thank me, when I care for them.  Preparing for the New Year must include self care.  I have made realistic goals to care for myself, so I can continue to celebrate the New Year with the many people I affect.

As you prepare for your New Year events, be mindful of yourself and flexible in all the change that will happen during these times. Smile, walk proud and be kind is my continuous reminder every moment of this New Year celebration.

Kimberley Cousin

 

Gender Equity in 2018

 

women-clipart-at-work-6

The Canadian Charter of Rights and Freedoms outlines what gender equity should look like … but do women really have gender equity in 2018?

In education and workplace participation, gender equity has made some strides.

  • in 2015, women are almost as likely to have a high school (82.5% women vs. 89.3% men) or university degree (83.1% women vs. 89.9% men)
  • in 2015, 77.5% of women were employed compared to 85.3% of men, up from 21.6% in 1950 and 65.2% in 1983
  • in 2015, women are more likely to be away from work (30.0% women vs. 23.9% men) and more likely to be away for a full week of work (38.4% women vs. 24.8% men)
  • in 2015, women are more likely to work part-time (18.9% women vs. 5.5% men)
  • in 2015, women are more likely to do volunteer work (67.2% women vs. 53.0% men)
  • In 1976 – men had higher levels of employment based on the marital status
    • 1976 men – 78.0 % employed single/never married, 92.7% employed married/common-law, and 82.3% employed separated/divorced/widowed
  • In 2015 – women employment rates of women no longer differ based on marital status
    • 1976 women – 79.4% employed single/never married, 44.6% employed married/common-law, and 59.2% employed separated/divorced/widowed

Nevertheless, challenges remain:

Too few women are advancing into leadership roles.

  • Women make up just 21.6% of Financial Post 500* board member (2016)

Women are under-represented in politics in 2015.

  • 26% of those elected to the 42nd Parliament are women
  • women made up 28% of municipal councillors and only 18% of mayors

Women continue to be responsible for the majority of care giving and household unpaid work.

  • women vs. men still spend (25.7 hrs/week) more time caring for their children (in 2010 women 50.1 vs. 24.4 hours/week on unpaid child care)
  • women vs. men are twice as likely to spend more than 10 hours per week unpaid work caring for seniors (49% women vs. 25% men)
  • women vs. men spend 5.5 hours more on housework (13.8 hrs women vs. 8.3 hrs men per week)

Women in the workforce tend to earn less than men.

  • women earn $0.876 for every dollar men earn, largely as a result of inequity between women and men within occupations (2015)

Women continue to experience high rates of gender-based violence.

  • Women have a 20% higher risk of violent victimization than men (2015)
  • Women account for 87% of victims of sexual offences and 76% of victims of criminal harassment (2015)

Some groups are at particular risk for gender-based violence.

  • 10% of aboriginal women were about three times as likely to report being a victim of spousal violence as 3% of non-Aboriginal women (2015)

 

How does this impact ETFO members?

 

As 82% of elementary teachers identify as women, women’s issues directly impact elementary teachers.

 

  • With too few women (21.6%) in leadership roles, women’s voices are not heard.
  • With under-representation of women in politics, women’s needs and equality are not addressed.
  • With more women spending their time, away from work, on unpaid work (caring for children and seniors, housework, volunteer work) , this unpaid work is not valued.
  • With women taking more time off work than men, this means women pay for higher sick leaves and long term leaves (on a personal note, when my children were young, I used 15 days of vacation days, before teaching, to take care of sick children and had no vacation that year). Again, women’s time at work is not valued as much as men’s time at work – if it was, more men would be taking time off to deal with family responsibilities.

Further, our ETFO colleagues are 20% more likely to be victims of violence than men and 87% of victims of  sexual violence. Our aboriginal ETFO colleagues are 3 times more likely to be victims of spousal violence.

Fortunately, female and male ETFO members are paid equitably based on experience and qualifications.

How do we change this?

  • Advocate for women leaders and leadership
  • Advocate for men to take on more caregiving and household responsibilities
  • Advocate for better, more inexpensive and supplemented childcare
  • Start small by changing attitudes and behaviours of women’s paid and unpaid work
  • Challenge gender stereotypes and subtle sexism encountered every day
  • Challenge sexism and discrimination that allow gender inequality to exist
  • Go for leadership roles and run for office

How can you change this on a personal level?

  • Expect men to take as much responsibility as women to care for children and seniors
  • Expect men to take parental leave so women to go back to work
  • Expect men to take as much responsibility as women for household chores
  • Hire house cleaners to clean your house, even if they clean part of the house
  • Advocate for better, more affordable/supplemented childcare, where the childcare workers are fairly paid

 

In Canada, gender equity is exists but it’s not completely equal. Let’s hope women can make similar strides in improving stats in leadership, unpaid work, and gender violence that have happened in education and employment. Let’s hope in the next 10 years, the stats noted above will look more equal, more equitable, and less biased towards women.

Happy International Womens’ Day 2018

Collaboratively Yours,

Deb Weston

Interesting Resources:

http://interactive.unwomen.org/multimedia/timeline/womenunite/en/index.html#/1840

http://www.unwomen.org/en/digital-library/multimedia/2018/2/infographic-rural-women

http://interactive.unwomen.org/multimedia/infographic/changingworldofwork/en/index.html

http://www.un.org/en/women/endviolence/

https://kids.britannica.com/kids/article/International-Womens-Day/602161

https://www.teachstarter.com/blog/free-international-womens-day-resources-activities/

https://www.internationalwomensday.com/School-Resources

http://www.caaws.ca/gender-equity-101/what-is-gender-equity/

Sources:

*The Financial Post’s ranking of Canada’s largest companies by revenue.

all data from Stats Canada

http://www.swc-cfc.gc.ca/commemoration/iwd-jif/equality-egalite-en.html

http://www.statcan.gc.ca/pub/89-503-x/2015001/article/14694-eng.htm

http://www.statcan.gc.ca/daily-quotidien/170308/dq170308b-eng.htm

Weston, DPA, 2015. Downloaded from http://hdl.handle.net/10464/6191