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An immersive ecological measure of noise-induced functional interference in adults with hyperacusis
No full textNoise interfering with everyday activities is a common experience in many daily soundscapes. However, for individuals with intolerance to loud sounds, a condition called hyperacusis, these soundscapes can have a severe impact, greatly impairing lifestyle habits such as work, hobbies and social interactions. Yet, there is little experimental evidence documenting the functional impact of noise in these individuals. This study aims to validate a novel, ecologically relevant task designed to measure the functional impact of noise during a common daily activity: reading. Forty-nine participants (29 controls, 20 with hyperacusis) read a book excerpt while exposed to four different soundscapes. The sound level was gradually increased until participants reported that the noise interfered with their reading ability (called annoyance level), and then further increased until it became uncomfortable (called discomfort level). Participants then performed a 2-back cognitive task both in silence and in noise calibrated to their individual annoyance threshold. On average, individuals with hyperacusis reached these thresholds at sound levels 13 dB LAeq lower than controls. However, at their respective annoyance thresholds, both groups showed similar performance decrements (−3 %) in noise versus quiet. These findings support the validity of a novel ecological measure that integrates subjective annoyance thresholds with cognitive performance on a behavioral task, offering a reproducible approach to quantify the functional impact of hyperacusis
Cervical intradiscal pressure responses to end-range supine postures: A cadaveric investigation
No full textAbstract
Background
Cadaveric studies suggest neck postures may affect cervical intradiscal pressure (CIDP) and potentially contribute to intervertebral disc (IVD) pathologies. Despite neck flexion and protraction posture prevalence and potential impact on cervical IVD health, no studies have investigated CIDP during end-range protraction and retraction. This study investigated (1) CIDP differences between cervical traction, six sagittal plane cervical end-ranges, and neutral posture; (2) CIDP and segmental cervical range of motion (ROM) correlation; and (3) CIDP measurement reliability.
Methods
Seven cadaveric specimens, mean age 80.6±7.2 years, had cervical segmental ROM assessed by lateral radiographs and CIDP responses measured by fiberoptic pressure sensors in C4-5, C5-6, and C6-7 IVDs for supine end-range chin to neck, chin to sternum, protraction-flexion, occiput to neck, occiput to thorax, retraction-extension, and neutral traction.
Results
Friedman tests revealed greater CIDP in (1) chin to sternum as compared to traction at C4-5, C5-6 and C6-7 (p 0.92, 95%CI 0.86-0.98).
Conclusions
Consistent chin to sternum increases and traction decreases in CIDP occurred at all cervical IVD levels. The CIDP tended to increase during flexion end-ranges at all IVD levels, while extension, protraction, and retraction tended to decrease at C5-6, C6-7 and increase at C4-5. Large positive or negative CIDP variations with even larger standard deviations were observed within and between cervical IVD segments during various postures
Entrepreneurial learning through mentoring: Does similarity in dyads matter?
No full textAbstract
Entrepreneurial mentoring is a source of learning for novice entrepreneurs. This chapter investigates the specific role of mentor functions, namely psychosocial, career-related, and role-model functions, to support entrepreneurial learning. This research also looks at the impact of similarity in dyads, perceived and real (gender, career, industry), to foster learning. The authors recruited 412 mentees through Réseau Mentorat, the largest mentoring network in Québec (Canada). They found that psychosocial functions are the most important aspect to foster any kind of learning in entrepreneurial mentoring relationships. Career-related functions are also very important for two kinds of learning, namely learning entrepreneurial tasks and learning to manage SME development. The role-model function is only relevant to support the learning to manage SME development. The results highlight potential gender stereotypes that could be at play, as male mentees show less learning for entrepreneurial tasks when paired with a female mentor
Experiential learning approaches in university entrepreneurship education: a systematic review
No full textÉtude exploratoire sur les motivations des jeunes ni en emploi ni en formation qui retournent dans des formations professionnelles de courte durée dans un contexte malgache
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Addressing changing healthcare needs: A realist-inspired review of innovative rehabilitation care models
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Rationale/Objectives
Canadian healthcare is facing an aging population, an increasing prevalence of chronic disease and related disability, and rising healthcare costs. Integrating innovative rehabilitation models of care may help bolster health systems by shifting to a longer-term approach to addressing health and wellbeing. However, little is known about how these care models may look and what is needed to ensure their effective operationalization in practice.
Methods
This realist-inspired narrative review explored how, when, and in what circumstances innovative models of care have been successfully implemented and sustained in rehabilitation. The peer-reviewed and grey literature was searched and subsequently screened by title, abstract, and full text. Data extracted from included articles focused on identifying contexts, mechanisms, and outcomes. A numerical analysis of quantitative data and a conventional content analysis of qualitative abstractions was conducted.
Results
Twenty-six documents published between 2014 and 2021 were uncovered predominantly from Australia and Canada. Overall, for new care models to be successfully implemented and sustained, they need to: (1) have clearly articulated goals, (2) have access to short- and long-term funding, (3) align with key legislative changes to optimise buy-in, (4) take a multidisciplinary approach that is supported by management, and (5) include educational and outreach strategies that can be implemented amongst all interested parties.
Conclusions
The heterogeneity of studies and limitations in their reporting precluded the identification of context-mechanism-outcome configurations typically found in realist reviews. Future implementation research should draw on relevant reporting guidelines to report their findings
Limited short-term impact of lemming grazing on vascular plants under experimentally reduced predation in the High Arctic
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Population fluctuations of lemmings in the High Arctic appear to be driven by predator–prey interactions. However, lemming grazing can sometimes have a strong impact on the vegetation during population peaks, suggesting a possible role of plant–herbivore interactions. We use a large-scale experiment where predators were excluded to investigate whether predator reduction could have cascading effects on the vegetation through an increase in lemming densities in the Canadian Arctic. Morphological traits and biomass of Salix arctica and the biomass of Poaceae and Juncaceae were sampled inside and outside lemming exclosures. We detected signs of lemming grazing on the number of buds and catkins of S. arctica at snowmelt, and stem length, stem growth, and number of leaves during the summer but the impact was relatively small. We did not detect an impact of grazing on plant biomass during the summer. We also found limited evidence that the impact of grazing was higher in the predator exclosure even though lemming density increased up to two-fold. Our results suggest that the short-term impact of lemmings on vascular plants is relatively small and that an experimental increase in lemming density did not have a cascading effect on the plants consumed by these herbivores in the Canadian Arctic.
Résumé
Les fluctuations de population de lemmings dans l'Extrême-Arctique semblent être déterminées par les interactions prédateur-proie. Cependant, le broutement des lemmings peut parfois avoir un fort impact sur la végétation lors des pics de population, suggérant un rôle possible des interactions plantes-herbivores. Nous utilisons une expérience à grande échelle où les prédateurs ont été exclus pour déterminer si la réduction des prédateurs pourrait avoir des effets en cascade sur la végétation par le biais d'une augmentation des densités de lemmings dans l'Arctique canadien. Les traits morphologiques et la biomasse de Salix arctica et la biomasse de Poaceae et de Juncaceae ont été échantillonnés à l'intérieur et à l'extérieur d'exclos à lemmings. Nous avons détecté des signes de broutement par les lemmings sur le nombre de bourgeons et de chatons de S. arctica à la fonte des neiges, et sur la longueur de la tige, la croissance de la tige et le nombre de feuilles pendant l'été, mais l'impact était relativement faible. Nous n'avons pas détecté d'impact du broutement sur la biomasse végétale pendant l'été. Nous avons également trouvé peu d’évidence que l'impact du broutement était plus élevé dans l'exclos à prédateurs même si la densité de lemmings a augmenté jusqu'à deux fois. Nos résultats suggèrent que l'impact à court terme des lemmings sur les plantes vasculaires est relativement faible et qu'une augmentation expérimentale de la densité de lemmings n'a pas eu d'effet en cascade sur les plantes consommées par ces herbivores dans l'Arctique canadien. [Ceci est une traduction fournie par l'auteur du résumé en anglais.
Integrating Sustainable Performance into the Digital Maturity Models for SMEs in Manufacturing
Full text linkThis research paper investigates the integration of sustainable performance metrics into digital maturity models specifically tailored for small and medium-sized manufacturing enterprises (SMMEs), which represent a significant pillar of the Canadian economy. Despite their economic importance, SMMEs face increasing challenges in adopting digital technologies while ensuring sustainable performance. However, traditional digital maturity models often fail to capture the economic, social, and environmental impacts of digital transformation, creating a gap in assessing sustainability within this transition. This study aims to bridge this gap by proposing a framework that integrates sustainable performance indicators into existing digital maturity models. Through a systematic literature review, this study categorises indicators into three main dimensions—economic, social, and environmental—addressing aspects such as resource efficiency, employee well-being, and ecological impact. The proposed framework enables SMMEs to evaluate both their digital maturity and its impact on sustainable performance dimensions. By aligning these metrics with digital maturity assessment, this framework enhances decision-making for SMEs aiming to balance technological adoption with sustainability goals. Furthermore, the study consolidates key performance indicators relevant to SMMEs, providing a structured approach to assess the intersection of digital maturity and sustainability. The results emphasise the importance of incorporating sustainability dimensions into digital transformation strategies, offering SMMEs a structured framework to better access the relationship between digital maturity and sustainable performance while maintaining competitiveness in the digital economy
Philosophical analysis of the Recovery College learning model: Characterization and connections to learning theories
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Introduction
The Recovery College (RC) model of learning is an innovative approach that originated in the UK in 2009 and has rapidly expanded, boasting over 130 locations in 22 countries by 2021. Grounded in the coproduction and recognition of various types of knowledge (clinical, experiential, theoretical), it fosters mental health, well-being, and social inclusion by bringing together diverse participants to learn collaboratively. However, despite its originality, few in-depth studies have examined its theoretical foundations, particularly its connection to social constructivism, which emphasizes collaborative learning and social interaction. A theoretical and philosophical analysis of this learning model would enhance our understanding of its mechanisms of action and enrich the pedagogical practices of RCs while considering adaptations for other contexts.
Objectives
This study aims to define and characterize the Recovery College learning model and identify its connections with the key learning theories through a theoretical and philosophical analysis.
Methodology
The study employs a hermeneutic philosophical approach consisting of six steps: 1. define and characterize the RC learning model, 2. identify, define, and describe the key learning theories, 3. select the perspectives and questions for philosophical analysis, 4. analyze the RC learning model through the chosen philosophical perspectives and questions, 5. identify the philosophical connections with the key learning theories, and 6. validate the analysis process.
Results
The analysis identified five mechanisms of action, nine key principles of RC and four operations. RC integrates important concepts from social constructivism, cognitive constructivism, andragogy, and transformative learning, emphasizing collaborative, experiential, autonomous, and context-driven knowledge development. Philosophical analyses from epistemological, ethical, and political perspectives highlight RC’s role in addressing epistemic justice, power relations, and inclusive learning spaces.
Discussion
The Recovery College proposes an innovative approach that values the plurality of knowledge (clinical, experiential, theoretical) to redress epistemic injustices and rebalance relationships among different types of knowledge. Creating safe and egalitarian epistemic spaces supports inclusive learning aligned with principles of equity, diversity, and inclusion. Its ethico-political stance addresses systems of oppression (ableism, ageism, sanism) by bringing together diverse individuals in equality, thereby deconstructing stigma and prejudice. This approach, rooted in collaborative learning theories, transforms individuals and systems while enriching educational practices