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Addressing student needs and diversity : teachers’ perceptions and pedagogies in the contemporary French immersion program
No full textSince its inception in Canada in 1965, the discourse regarding the function and success of the French Immersion (FI) program have been debated. As the student population in the FI program becomes more diverse, questions regarding equity and elitism persist. The increasing diversity in FI classrooms presents challenges and opportunities for both learners and teachers. The present study examines the perceptions of four FI teachers in a Lower Mainland school district regarding what they believe to be the most important skills for students to acquire in the program, the barriers to student language learning, and the pedagogies they use to meet the needs of all learners. The results of the study indicate that FI teachers are currently placing an emphasis on the acquisition and use of oral language skills, particularly focusing on spontaneous communication, contextual understanding, listening, and risk-taking. Diversity of student learning profiles - mental health challenges, language learning challenges, and special education designations - contribute to the perceived barriers to language learning. FI teachers further identify the barriers of students’ frustration and motivation to learn and to use the target language (French). Teachers are currently addressing the needs of the diversity of learners in their classes by using differentiated instruction and task-based and communicative approaches to create a positive learning environment. The results of the study lead to key recommendations to better support FI teachers and students in the program, particularly in the areas of inclusion and pedagogies to strengthen students’ French language competencies.French immersionpedagogy,second language acquisitioninclusio
Indigenization: Holistic learning and weaving Indigenous ways of knowing into the curriculum
No full textThis paper is set within the context of my life journey as a teacher working in a dynamic and diversified school division and as a student in the Master of Education program. During my career, I have had the privilege of teaching and learning within varied international and intranational educational models and contexts. Throughout this journey, I have ascertained the critical importance of the power of different and diversified pedagogical approaches of teachers as they navigate the curriculum, form, and foster effective relationships with their students, and create an atmosphere of care within their classrooms and school communities that supports the learning of all. Teachers have an obligation to create opportunities for students to flourish within these systems that provide a more holistic framework of education in Canada, namely through Indigenization that fosters student capacity, success and well-being. Indigenization is a process through which Indigenous People bring their Indigenous ways of knowing, being and doing (pedagogies and perspectives) into spaces that were not necessarily designed for those ways. Educators will work as Indigenous allies to support collective learning for all students. The implications are that if we want to create atmospheres and environments within school communities where every student succeeds, we must advocate and work as allies to create and foster the development of a holistic Indigenized approach.Not peer reviewedcapstoneIndigenizationholistic educationpedagogyculture of careIndigenous ways of knowin
Enhancing international student achievement and well-being: Exploring the significance of support mechanisms during their academic journey in Canada
No full textNot peer reviewedcapstoneInternational studentstransitionsupportacademicwell-bein
Business economics textbook – First chapter
No full textThis project aims to develop the first chapter of a textbook to be used in the Introduction to Business Economics foundation course MBAF 504 offered at the University Canada West in the Master of Business Administration program. MBAs are designed to prepare and develop leaders, so the new insights will help MBA students (future managers) study and understand economics more effectively, which in turn will assist them in succeeding in the course, program, and in their professional and personal lives. For master's degree students from UCW as well as all MBA programs and those involved in business, it will provide the necessary toolkit to be prepared for the business environment in any specialization field. Accordingly, the chapter should provide explanations of the economic contents relevant to managers and students, clarifying concepts and introducing fundamental theories, taking into account the Canadian business environment.
This research is crucial because there is a gap in the literature to be filled since Business Economics textbooks are limited, and most were written in other parts of the world rather than Canada. Hence, this new textbook aims to find the best resources to explain valuable economic content. In order to collect and provide the economic information necessary, extensive research was conducted, synthesizing and analyzing the scarce Business Economics literature published by others. Since the collection of compiled data provided insight into the terminology and concepts used in the field, the critical literature review ensured the effectiveness of the research. Through a business decision-making perspective and an explanation of relevant economic contents, this methodology ensured that the chapter developed satisfies the MBA students' needs.Course code: MBAR 661 (Consulting research project);
Faculty supervisor: Dr. Reihaneh GaskariTextbookBusiness economicsMB
Multiple geochronological approaches to constrain late Quaternary glacial histories in western Canada
No full textMy dissertation investigates late Pleistocene and Holocene glacier change in western Canada and is presented in five chapters. In chapter one, I discuss the importance of the cryosphere, the techniques used for reconstructing past glacier behavior, previous research that has contributed to our current understanding of past glacier change, and the objectives and structure of my dissertation. In chapter two, I complete a multi-proxy investigation of Holocene glacier change at Gilbert Glacier, in the Southern Coast mountains. I use radiocarbon dating of lateral moraine stratigraphy and cosmogenic nuclide surface exposure dating to constrain the timing and duration of late Holocene advances at Gilbert Glacier to 2.0–1.8, ~1.5–1.3, ~0.9–0.8, and 0.4–0.1 ka. Organic matter associated with glacier advance within the north-lateral moraine at Gilbert Glacier records advances at 4.8–4.6, 4.5–4.3, 4.0–3.9, 3.8–3.6, 3.4, 3.2–2.9, 2.7, and 0.5–0.3 kilo calendar years BP (ka; 2-sigma age range). I advocate for the tandem use of multiple glacial geochronologic tools to better constrain the onset and termination of glacier advances. Chapter three applies cosmogenic surface exposure dating to a previously understudied region in the Mackenzie and Selwyn mountains of the eastern Yukon and Northwest Territories to develop a late Holocene glacier chronology. Surface exposure ages from 27 moraine boulders across nine glaciers show that glaciers reached their greatest Holocene extent between 1600-1850 CE. I use this glacier chronology to tune a glacier model forced by models of past
climate to estimate regional changes in ice volume over the past millennium. Additionally, I use the same glacier model to estimate that glaciers in the region will decline in ice volume by 85% - 97% by 2100 CE. Chapter four returns to the southern Coast mountains where I use cosmogenic dating on moraine boulders, bedrock surfaces, and shallow bedrock cores to investigate the history of deglaciation and Holocene glacier behavior of a small cirque glacier. Bedrock surfaces within and outside of the late Holocene maximum extent of the glacier record complex burial and exposure histories. I employ a Monte Carlo approach to evaluate the most likely glacier history that can be explained by our data. I discuss how our results compare with the work of previous chapters and past research, and the limitations of this technique to constrain the many variables that impact surface exposure ages. Chapter five provides a summary of my study’s major findings and further discusses their limitations and broader implications. I conclude with recommendations for future research that will expand on the work presented in this dissertation
Evaluation of selected mushroom extracts, dispiropiperazine and dispiropyrrolizidine derivatives on acetylcholinesterase activity
No full textAcetylcholinesterase is a hydrolase enzyme known for its major role in neurotransmission regulation by breaking down the neurotransmitter acetylcholine at the synapse after every electrochemical signal is successfully relayed between two adjacent neurons. In a healthy human brain, it retains itself on the extracellular surface of neurons, concordantly paints up an artistic beautiful web of an intricate neural network upon staining. However, in an aging human brain experiencing neurodegeneration, the network collapses into plaques that are neurotoxic to the brain. At the center of these individual plaques are heavily aggregated amyloid-beta peptides and fibers enveloping the neurons. This is most often one of the specific traits of Alzheimer’s and Parkinson’s disease, two most common neurodegenerative diseases. Many studies have provided experimental evidences of stable co-localization and fiber growth promotion existing between the amyloid-beta peptides and acetylcholinesterase. Nevertheless, the specific chemistry and mechanism of how the relationship between the amyloid-beta peptides and acetylcholinesterase is formed and maintained, still remains tentative to date. Most neurodegenerative diseases remain incurable, and most of the available medical treatments focus on alleviating the symptoms and mitigating the disease progression, for instance through the use of acetylcholinesterase inhibitors. But with drawbacks related to treatment effectiveness and undesirable side effects of the current available acetylcholinesterase inhibitors, the continued search for more effective acetylcholinesterase inhibitors has never ceased. The objectives of this in vitro study were to examine four small molecules and twenty-one mushroom extracts for their ability to inhibit acetylcholinesterase activity.
To perform the screen, an enzyme assay using Ellman’s reagent DTNB was used. The assay utilizes thiocholine produced from the hydrolysis of acetylthiocholine by acetylcholinesterase to reduce DTNB into TNB2-, a colorimetric product that can be used to monitor the changes in the acetylcholinesterase activity level in the presence or absence of inhibitors. Using the established acetylcholinesterase assay, none of the four small molecules showed any inhibitory effect on acetylcholinesterase activity. On the contrary, eight of the mushroom extracts were found to inhibit the acetylcholinesterase activity. These eight extracts were prepared from five mushroom species that have not been extensively researched nor reported for acetylcholinesterase inhibition. Surprisingly, for the remaining thirteen mushroom extracts that did not show inhibition, they were found to enhance the acetylcholinesterase activity. Albeit the unexpected irrelevance to the focus of the study, these thirteen extracts could be useful as biological tools in the general research of regeneration, as acetylcholinesterase has been reported to act as a mediator promoting cell proliferation and regeneration
The impacts of objectification on women’s mental health: developing holistic therapeutic practice in clinical social work
No full textno abstract availabl
Transgender inequalities
No full textThis zine was created as an assignment for a Global Learning Global Citizenship class (GLGC 1101) with Douglas College instructor Janice Sestan. Students created zines exploring and expressing personal passion related to the advocacy of a chosen United Nations Sustainable Development Goal (SDG)
Gender equity
No full textThis zine was created as an assignment for a Global Learning Global Citizenship class (GLGC 1101) with Douglas College instructor Janice Sestan. Students created zines exploring and expressing personal passion related to the advocacy of a chosen United Nations Sustainable Development Goal (SDG)
Making Matters: Addressing the inherent turbulence of being a designer.
No full textDesign master students often focus on delivering creative, resourceful and unique ideas on the design problems at hand while encountering periods of uncertainty, such as dealing with stress, anxiety and depression. Additionally, some design practices do not propose to pause and wonder what will happen if students take time to explore and comprehend their emotions, as recognizing and understanding emotions is sometimes challenging. However, pursuing reflective practices could foster students’ confidence, facilitating self-expression and creativity. To explore this area, I conducted an immersive, exploratory action-research dialogue that questioned how design master students could nourish their emotional well-being under periods of uncertainty. The findings indicate that bringing emotions to a tactile form enables students to experience a sense of well-being and cultivate confidence.Reflective practicesWell-beingCreative confidenc