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"A Question of Principle or Degree": British Parliamentary approaches to factory legislation in the 1830s and 1840s
Get PDFThe debate over a ten-hour work day was the key issue of British labour legislation in the 1830s and 1840s, culminating in the so-called “Ten Hours’ Bill” of 1847, which was later amended by a stricter act in 1850. Proposals emerged as early as 1831, but disagreement proceeded over the issues of how many hours to permit and whether regulation was needed at all. Furthermore, the factory acts of this period were plagued by loopholes, and enforcement struggled due to a lack of resources. Legislation for a ten-hour work day was beset by compromise, and although it was popular among Parliamentary paternalists, even they would compromise when faced with the intense pressure of opposing MPs, many of whom had direct connections to manufacturing industries. Despite frequent petitions and the agitation of political societies outside of Parliament, a true ten hours’ bill was never fully implemented. Parliament successfully passed multiple factory regulations in this period, but the questions surrounding reform remained unresolved
Compassion and Service : The Roles of Two Missionary-Physicians in the Korean Mission of the Presbyterian Church of Canada (1898-1969)
No full textThe Korean mission of the Presbyterian Church of Canada, influenced by the success of the social gospel model, built hospitals and dispensaries in Korea on their arrival in 1898. Medical work and evangelization were the primary missions of the physicians sent to Korea.
Arriving in 1901, Dr. Kate McMillan had a hard time balancing evangelical and medical work, as well as work with the bible-work, women’s city work, fellow missionaries, and training Korean aides enough for them to go to medical school. While most of the female missionaries’ focus were on girls’ and women’s activities, McMillan treated both men and women, evidenced by a letter requesting for the mission to send male physicians as “male patients have diseases which a lady should not be asked to treat.”
Dr. Florence Murray arrived in Korea in 1921, a year before McMillan’s death in 1922. Murray was pulled into the medical work in Ham Heung rather suddenly, as she was in Seoul learning Korean before McMillan’s death. She doubted McMillan’s expertise and was horrified of how unsanitary the conditions were. Due to funding shortages, the hospital started charging their patients. The patients blamed the new physician for this.
Gender dynamics of the mission resulted in the “women’s work for women” approach. This gave them an advantage and focus on a certain demographic instead of spreading themselves thin. The rise of the social gospel model created more roles for women, as was the case for McMillan and Murray
Negotiating the Nation Through Superheroes: Making the Canadian Shield Visible
Get PDFThis case study focuses on Canadian students’ responses to our invitation to imagine their own nationalist superheroes whose costumes and powers represent a nation. We provide a close reading of 34 student artifacts to show how they draw on discourses that position Canada as a benevolent, multicultural country—a rhetorical formation we call the Canadian Shield. We also reveal how some artifacts negotiate tropes of the Shield, adapting or revising them in distinctive ways. We conclude, however, that when invited to create Canadian superheroes, many of the student creations reaffirm dominant visions of the country, and such habits of thought, we venture, are best considered as ideological bottlenecks
Conversations and Reflections on Authentic Assessment
Get PDFIn this paper, we describe how academic colleagues from different fields used a theoretical framework for authentic assessment as the starting point for meaningful conversations about our teaching practices. We re-envision Hutchings’ (2000) taxonomy of SoTL questions as a fluid conversational cycle rather than a system of classification. Using the eight elements of authentic assessment as outlined by Ashford-Rowe et al. (2014) as a theoretical framework, we engage with the research literature, reflect on what is and what works from our previous teaching and learning experiences, and propose ideas and questions for what is possible moving forward
Front Matter
Get PDFThe Mount Royal Undergraduate Humanities Review (MRUHR) is an online, student-run, annual journal of undergraduate research in the Humanities. The MRUHR invites submissions from Mount Royal University students of essays or other kinds of intellectual work appropriate for an online journal that are relevant to the subjects taught by the Mount Royal Department of Humanities (History, Philosophy, Women’s Studies, Gender Studies, Religious Studies, Indigenous Studies, Canadian Studies, or Art History)
Acknowledgements
Get PDFAcknowledgements of contributors to the Behavioural Sciences Undergraduate Journal Volume 3, Issue 1
Academic Writing in the Health Professions: A Comparison of Two Writing-Intensive Course Models Within a CrossDisciplinary Course
Get PDFAcademic writing in higher education has been a long-standing priority, with a greater need for writing supports noted in the past decades (Wingate & Tribble, 2012) and an increasing focus on discipline-specific language in order for students to learn to write and communicate effectively as professionals in their chosen fields (Grzyb et al., 2018). This study examined student learning outcomesin two writingintensive designated health professions courses (Nursing and Public Health). Students completed assignments throughout the semester. One course section required students to turn in a final paper without receiving feedback during the writing process while, in the other course, students received feedback on sections of the final paper throughout the semester. At the final exam stage, students were asked to reflect on their learning experience in the course. At the end of the semester, students submitted their final paper and completed a learning reflection to meet the course requirements. To inform a course revision, student paper and learning reflection narratives were analyzed. Narratives were de-identified and inductively coded by a single coder. First-round coding employed descriptive and in vivo coding to explore the data. The codebook for second-round coding was refined and codes were classified within the headings descriptive, emotion, and value. Findings indicate that students felt they had increased capacity for reflection when feedback was provided throughout the semester. They also felt they benefited from integrating feedback on the credibility of sources, organization, and citations. Integrating feedback and reflection opportunities contributed to greater student learning
Power, Voice and Positionality: An Undergraduate Student-Faculty Research Team Podcasts Their Experience With a Students-as-Partners Framework
Get PDFA faculty-student partnership records a podcast to share their experience of a students-as-partners framework. The commentary invites the listener to explore some of the inherent tensions associated with power, voice, and positionality. Listeners are gifted with the story of the Ani to Pisi (Spiderweb), which informs this work
Applying Theatre Principles to SoTL Research: Deepening the Inquiry
Get PDFThe same principles of engagement that actors use to engage deeply with the script and their roles can also be used to more engage deeply SoTL scholars in their lines of inquiry. In this paper, we draw parallels between actors’ approaches to theatre performance and deep engagement with SoTL inquiry. We build on a relational perspective to help others generate SoTL questions about interactions between instructor and students. We describe activities that draw on dramatic arts theory and through a process of “defining the issue, agitating the inquiry, and discerning the questions” (Simmons & Simmons, in press), we outline sample activities to help support others in honing SoTL questions and transforming the questions into successful SoTL project implementation