University of Guelph hosted OJS journals
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Examining need, capacity, and barriers to accessing food animal veterinary services in underserved areas of rural Ontario
No full textForthcomin
The Extraction of Death: How COVID-19 Takes Up the Right to Kill
No full textThe normalization of COVID-19 effects through health policies has had debilitating effects on the disabled community. This debilitation, I argue, is purposefully enacted and designed to extract productivity for the economy both through creating debilitated bodies, but also their induced deaths. To elaborate on this further, I focus on Jasbir K. Puar’s reading The Right to Maim as the primary framework. Through her work, I further examine how health & policy methods used in the United States to tackle the ongoing COVID-19 pandemic as highlighted by The Year the Pandemic “Ended” are ultimately situated in maintaining debility, maiming, and the right to repair. However, further analysis and critiques towards Puar’s work is also provided – highlighting that the health policies established during the COVID-19 pandemic do not merely reinforce debilitation, but killing and death as well
Should all Canadian Provinces and territories require parental involvement in discussions regarding their children’s gender identities in school?
No full textThis paper is the critical analysis and examination of the recent legislative efforts across Canada which mandate parental involvement in discussions regarding their children\u27s gender identity in the education system. It presents the arguments from the side of parental rights advocates and presents an argument against it and is broken into three main sections: explanation, counterargument and lastly, the dissection and refuting of such counterargument. The argument against such laws states that while children are by nature inherently vulnerable and impressionable, they have the capacity to make informed decisions in regard to their well-being in their familial situations. It concludes that a one-size-fits-all legal mandate on parental involvement in discussions of their children\u27s gender identity fails to account for the complex and unpredictable realities of family dynamics and actively endangers the well-being of the child in abusive households.
 
Reflexiones de los marines sobre la comunicación al final de la vida útil: Conectando la resiliencia y el diálogo difícil
No full textEl objetivo de este artículo es destacar las percepciones del personal militar en torno a un conjunto de conversaciones particularmente desafiantes: las que ocurren al final de la vida (EOL). Los autores realizaron entrevistas exploratorias semiestructuradas con estudiantes militares de la Universidad del Cuerpo de Marines e interpretaron sus respuestas a través de la lente de la teoría de la comunicación de la resiliencia de Buzzanell (2010). Se exploró el uso de las tensiones discursivas por parte de los participantes para comprender la posible conexión entre la resiliencia y el diálogo difícil sobre la muerte
« Nous avons appris au fur et à mesure, comme tout le monde »: Expériences des bibliothécaires enseignant la maîtrise de l’information dans les universités canadiennes durant la pandémie de la COVID-19
No full textThe global Covid-19 pandemic led to an unprecedented shift in teaching and learning at Canadian universities as campuses closed, in-person classes were suspended, and institutions transitioned to entirely online modes of instruction. This transition included academic libraries, as librarians worked to continue supporting the research and information literacy needs of students during this extraordinary time. In this study, an 18-question survey was distributed to professional librarians at English language and bilingual universities throughout Canada, in order to investigate the experiences of those who were responsible for designing and teaching information literacy between March 2020 and August 2021, the period when most universities were closed to in-person instruction. This research sought to gain insight into the needs and challenges experienced by survey participants as they transitioned to emergency remote teaching (ERT), the strategies they used and supports they received as they navigated the transition, and the of impact of those experiences on their professional and personal lives both during the pandemic, and into the future. The survey findings reveal that, while most librarians in Canada did not have extensive online teaching experience prior to the pandemic, they made significant changes to their instructional practices in order to provide continued information literacy support. While most found this transition to be at least moderately challenging, the majority also report that they have also benefited from these experiences, expanding their instructional repertoire, gaining confidence in their ability to teach online, and acquiring new skills for the future.La pandémie mondiale de la COVID-19 a entraîné un changement sans précédent dans l’enseignement et l’apprentissage au sein des universités canadiennes : les campus ont fermé, les cours en présentiel ont été annulés et les établissements sont passés à des modes d’enseignement entièrement en ligne. Cette transition a affecté les bibliothécaires de formation qui se sont efforcés de répondre aux besoins des étudiants en matière d’apprentissage et de recherche des étudiants durant cette période exceptionnelle. Pour cette étude, un sondage composé de 18 questions a été distribué aux bibliothécaires professionnelles travaillant dans une université anglophone ou bilingue au Canada afin de mieux connaître leurs expériences quant à la conception et à l’enseignement de la maîtrise de l’information de mars 2020 à août 2021 lorsque la plupart des établissements étaient fermés pour la formation en personne. Le but de cette étude était de mieux comprendre les besoins des participants et les défis vécus durant la transition vers l’enseignement en ligne en situation urgente, les stratégies et ressources utilisées pour naviguer cette transition, et l’impact de leurs expériences sur leurs vies professionnelle et personnelle durant la pandémie et tournées vers l’avenir. Les données du sondage montrent que, même si la plupart des bibliothécaires au Canada n’avaient pas une expérience exhaustive en enseignement en ligne avant la pandémie, ils ont apporté plusieurs changements à leurs pratiques d’enseignement afin de fournir un soutien continu en formation documentaire. Quoique la plupart des répondants ont trouvé que cette transition a été tout de même modérément difficile, la majorité exprime également qu’ils ont tiré profit de ces expériences en élargissant leur répertoire d’enseignement, en prenant confiance en leur capacité à enseigner en ligne et en acquérant de nouvelles compétences
intimate | first apartment
No full textThe poem explores what it is like to live in a body that is constantly politicized, attacked, and marginalized, as many bodies are. It speaks to those who exist in bodies that experience intersectional forms of discrimination and oppression; those in queer and trans bodies, BIPOC, disabled, and fat bodies. The poem expresses a desire to escape from this politicization. It constructs the marginalized body as a divine, powerful being connected to the Earth, which is personified as a living body itself. By embracing the body itself, the speaker in the poem becomes divine along with the living body of the Earth. The Anishinaabe understandings of the interconnectedness of humans and nature inspired the poem. By connecting with the Earth and a sense of divinity, the body transcends the various oppressions that attempt to limit and slowly whither it to nothing.
Science and sociality: achieving the social dimensions of science through contextualization of secondary school classroom instruction
No full textThis position paper is predicated on two focus areas. First, it recognises that scientific inquiry is performed in social situations and questions whether and how standard epistemology can be augmented to tackle this aspect. Within this focus, the goals of science education are reviewed. The second focus addresses sociality as an essential feature of knowledge and questions how standard epistemology can be reformed from this generally social perspective. Specifically, this study on one hand addresses the social dimension of science education, and on the other hand, examines the suitability of instructional contextualisation as a possible strategy to achieve the social dimensions of science education. The aim is to initiate a conversation about the importance of framing science education studies and experiences within the sociocultural context of interests and needs to achieve reliable participation of all concerned. To this end, this paper argues that science education ought to place considerable emphasis on students’ acquisition of values and skills of sociality. Furthermore, a comprehensive goal of science education should constitute both the normative and the non-normative aspects of science with a particular emphasis on the development of character formation, moral values, creativity skills and competences. There is, therefore, a need for an examination of the social dimensions of science education and its curriculum implications, especially as science education serves as the nexus between science and society.
Emotional intelligence and self-concept as predictors of academic achievement among secondary school Chemistry students in South-East Nigeria
No full textThe research investigated the predictive strengths of Emotional Intelligence (EI) and Self-concept (SC), singly and jointly on academic achievement of secondary school chemistry students. The predictive research design was adopted. The sample comprised 300 SS3 students (150female, 150male) drawn through a multistage sampling technique from 10 co-education public schools in South-East, Nigeria. Instrument for data collection was a questionnaire, which has 3 sections; section A is the demographic information, section B is a 33item Emotional Intelligence inventory adapted from Shuttle {1998), while section C is a 60item Self-concept scale adapted from Rastogi (1979). Data was analysed using the standardised multiple linear regression and the hierarchical/stepwise linear regression statistical methods. Results obtained reveal that, EI and SC significantly predict academic achievement of students both singly and jointly. Influence of gender was insignificant with both EI and SC. Based on findings, it was recommended, among others that classroom practices that aid students understanding and management of emotions as well as boost their self-confidence and capability judgement should be explore, initiated and sustained
Teacher strategies for reducing Mathematics anxiety among secondary school students in Tanzania
No full textThis study explored strategies that teachers use to reduce mathematics anxiety among students in secondary schools in Tanzania. The study employed a qualitative exploratory case study design whereby data were obtained from 18 mathematics teachers and 40 students by using interviews, focus group discussions, and field observation. The data were then analysed thematically using Braun and Clarke’s (2006) thematic analysis model. Different dominant factors that contribute to mathematics anxiety among students were found to be poor mathematics background, teachers’ aggressiveness as well as the nature of mathematics as a difficult subject. Also, it was found that teachers can use various strategies to reduce mathematics anxiety among students which include teachers’ self-control, the use of rewards and reinforcement, and engaging students in teaching. Although teachers play a crucial role in reducing students’ mathematics anxiety, it is recommended that conjoint efforts should be made by several educational stakeholders to overcome the problem
Investigating the effect of subject specialisations, academic performance, and gender on pre-service teachers’ nature of science beliefs
No full textThe study sought to understand how students’ subject specialisations, academic achievements and gender influence the belief about nature of science (NOS) they hold at the end of their four year Bachelor of Education (B.Ed) degree programme in South Africa. The study was underpinned by an epistemological development theory. It was a quantitative study which involved one hundred and seventeen fourth-year students registered for a four-year Bachelor of Education degree, of whom 72 were females and 45 were males. The study revealed the following: (i) Most fourth year pre-service students were neither naïve nor sophisticated in their conception of NOS beliefs when they exited the programme. Students NOS beliefs also differed with respect to whether they were female or males. Overall, female students were slightly more sophisticated in their NOS beliefs than their male counterparts. (ii) The study also revealed that specialising in Physical Science, Life Sciences, and Technology had no effect on NOS beliefs held by both male and female students. (iii) However, male students specialising in Mathematics were found to hold more sophisticated NOS beliefs and these beliefs were significantly superior to their female counterparts. (iv) Students who academically performed at a distinction level had significantly superior NOS beliefs than those whose academic performance was just at a pass level. (v) Female students specialising in Physical Science had superior beliefs about how scientific knowledge is generated