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Content Analysis of the Selected Accessibility Services Websites at the U 15 Group : What Services Are Available?
No full textAccessibility is not only a requirement put forth by the Canadian Charter of Rights and Freedoms, but it is necessary to equalize university access for disabled individuals. The aim of this presentation is to share results of the study to determine what accessibility services are provided by 4 of the U15 group of research universities, through the use of institutional accessibility centres\u27 websites.
This research investigated accessibility services on websites of specific Canadian universities and used the Kouroupetroglou, Pino, and Kacorri (2011) three-tiered model to determine if additional services are available at Canadian universities that were not captured by the original model.
The explorative pilot study utilized qualitative content analyses techniques outlined by White and Marsh (2006). Their main research question “what accessibility services are available according to the university website” will guide the initial approach to the data, but the process will be inductive and “the evidence [will play a] significant role in shaping the analysis…” (p.37).
These preliminary findings of the study will be shared. The study findings contribute to accessibility knowledge that is required to strengthen accessibility centers across Canada. The study can benefit universities as they can compare their efforts on providing campus accessibility and highlight areas of excellence and future growth based on the data generated by the project. Canadian universities accessibility service representatives could then update their accessibility websites based on the recommendations from the study to better inform disabled students on what supports they can receive. This research is beneficial to Canadian government efforts to increase accessibility, and to disabled students’ knowledge of accessibility services that are provided by Canadian universities
Sidewalk Snow Clearing Research Project: Walkability and Urban Sustainability in Kamloops, Geography 1100
No full textKamloops promotes itself as an environmentally, socially, and economically sustainable community. Being environmentally sustainable includes the ability to walk from place to place easily; however, in winter, snow and ice can inhibit walking. If sidewalks are cleared, one can easily walk in winter and can therefore say that Kamloops is environmentally sustainable. The purpose of this project is to observe how well snow and ice is removed from sidewalks by residents, who are responsible for clearing them. This research involves making repeat observations of snow being removed from the same residential sidewalks. The study is also an exercise to practice research skills in Geography 1100 (Introduction to environmental studies and sustainability). Through the financial support of the TRU Research Office, a senior student has been hired as a Research Coach to assist students with organizing and presenting their research findings. Tentative results are that some residents consistently clear sidewalks immediately after a snowfall --some of them also appear to clear their neighbours’ sidewalks. Other residents remove snow a number of hours after it has fallen. Some people seem to ignore shovelling when there is a light, wet snowfall due to rapid melting. Elevation and degree of exposure to the sun affects how much snow needs to be removed and how often. The principal conclusion is that inconsistent snow and ice removal on residential sidewalks produces a patchwork of poorly connected paths that makes walking a challenge, and thus decreases environmental sustainability.
Class Research Coach: Raelene Maho
Computer Model of Police Control of Large Event Egress
No full textThe research presented uses agent-based modelling and simulation to create a model of event attendees leaving an outdoor event. The specific event modeled in the simulation was the Celebration of Lights in Vancouver, British Columbia, which has been known to have over 1.4 million people attending. With this many people attempting to leave an area at the same time, public officials need to plan for the bulk movement of these individuals in order to assure an orderly and timely exit from the event. The crowd modelling software includes crowd agents that are attempting to leave the event, and police agents that both block crowd agent movement and give directions for alternative routes to take. The research compares different deployments and strategies that could be utilized to help with the event egress in a virtual environment that models the Celebration of Lights
Pornography and Relationships: The Hidden Negative Effects of Sexually Explicit Materials
No full textThis presentation argues that the consumption of pornography, or sexually explicit materials (SEM), by men in heterosexual and committed relationships has negative impacts on the relationship itself and the individuals involved. The method used is philosophical argument backed by psychological research. Pornography is usually consumed mostly by men (e.g., see Morgan; Minarcik, Wetterneck and Short; Veit, Štulhofer and Hald). Harm can be a direct result of the production of pornographic content and a result of men wanting to imitate extreme pornography within their relationship. Men may begin to view women as sexual objects and change their sexual expectations to match those akin with pornography. Watching SEM when in a committed relationship tends to adversely affect both the emotional and sexual connections between partners. The watching and actions resulting from SEM may be mirrored to infidelity when in a committed intimate partner relationship, due to the hiding, shame, guilt and indirect extraneous parties involved. As research mainly points in the direction of men watching and women being negatively affected, this paper will focus on heterosexual relationships. However, anyone may experience negative repercussions from engaging in the watching of pornography. The aim of this presentation is to provide a solution to the issue of overconsumption of pornography and the resulting negative effects. Just as we are taught from a young age that if we use drugs and alcohol or have sex that we must do so safely, we should be taught the same about safe pornography use
Bicultural Immersion as a Strategy to Promote A Healthy Professional Role Transition for New Graduate Registered Nurses
Full text linkThe transition to professional practice for newly graduated nurses (NGN) finds them struggling to balance the ‘ideals’ taught in their undergraduate education with the ‘realities’ of the contemporary workplace. Failure to successfully navigate this struggle is playing out in alarming statistics related to NGN attrition, with 33-61% NGNs changing their place of employment or leaving the nursing profession within the first two years, 45.5% expressing uncertainty about their decision to remain in practice, and 25% claiming they would actively discourage someone from going into nursing. The intent of this study was to explore how NGNs experience the cultures of education and the workplace and how the relationship between NGNs and senior nursing staff influences the experience of transition. Duchscher’s Professional Role Transition Risk Assessment Instrument was used to determine correlations between mentoring support and the NGNs experience of transition shock. Preliminary findings indicate that a mentor’s knowledge of the transition experience is imperative to the provision of adequate support. Further to this, the process of guiding the NGN through the transition experience is significantly facilitated when meetings are structured and framed by the Stages of Transition theory variables. Further findings indicate a potential shift in the approaches of NGNs to work, with casualization offering them control over the pace and intensity of their transition. It would appear that previous experience on the ward to which the NGN is hired positively influences their experience and night and day shifts need to be intentionally balanced to provide both stability and growth
Risk and Uncertainty in Youth Sport: A Philosophical Look at Specialization
Full text linkAn increasing number of children playing sports face pressure (both parental and societal) to specialize at an early age, to focus exclusively on one sport with the hope of securing a college scholarship. So-called “travel teams,” once the domain of tweens and teens, now extends to the very youngest children, with athletes (and parents) traveling exceedingly long distances, and spending large sums of money, virtually year-round. Through the course of this paper, I glean from both American philosophical themes, and current literature related to social change, to help at least partially answer this question regarding youth sport specialization. I contend that these conceptual ideas help provide language for us to think more clearly about some of the issues surrounding youth sport specialization. To begin, the potential downsides of youth sport specialization are patently clear. Focusing on one particular sport at a young age presents latent hazards. At an appropriate point, however, this specialization holds the potential for exploring the notion of commitment in extremis. After engaging in multiple sport options during elementary school years, the adolescent soccer player, for example, may decide to pursue the “beautiful game” to see what potential it may bring. My aim is to examine sport participation, specifically during the process where youth become committed to a particular sport. In this way, I move from issues of early exploration with youth sport to issues related to commitment and immersion. My contention is that youth sport participants who choose to focus on a particular sport, to make it their own, and make this decision (largely) on their own – act in a way which is consistent with the language of American philosopher, William James. James is fitting here, as Ilundain-Agurruza (2015) explains, because his works are “suited for a holistic conception of enactive performance . . . [and include a focus on] asceticism and risk, and those regarding cognition and action” (p. 259)
2 - Inspiration: Fire On The Mountain
No full textThe changing learning styles of today\u27s university students can lead an educator to suffer a flagging sense of inspiration. So, how to get students into the class? It\u27s more than technique. It\u27s fire... on the mountain.Full Presentation: In this presentation and seminar, participants will be given tools to re-ignite their passion for teaching by looking at how to inspire students through being inspired educators. Participants will have the opportunity to engage in a series of practical exercises designed to bring forth a renewed excitement and passion for teaching, for their students. Fast-paced and fun, this presentation will have participants work on some simple yet profound activities, engage in discussion groups, and leave with skills that can be used immediately. Through anecdotes and employing a mythological image, this presentation will give participants tips for making the classroom a place of inspiration, a place where the fire is on the mountain. Speed Presentation: In this lively mini-seminar, participants will be given heart-starting activities to help ignite their passion to teach. Participants will have the opportunity to engage in a few practical exercises designed to bring forth a renewed excitement and passion for inspiring students. Fast-paced and fun, this presentation will have participants work on some simple yet profound activities and leave with skills that can be used immediately. Through anecdotes and employing a mythological image, this presentation will give participants tips for making the classroom a place of inspiration, a place where the fire is on the mountain
POSTER: Factors Affecting Learning Gains among Students in Microbiology Class: A Preliminary Study between a U.S. Community College and a Canadian Comprehensive University
No full textThough in the past, serious concerns have been raised about students’ interest and learning gains in STEM courses, not much research has been done to examine the differences in learning science at community colleges and universities. The purpose of this paper is to close this gap. This paper analyzes the influence of students’ demographics, preparedness, major, and attitudes on their learning gains in an introductory microbiology class at a community college vs. a university. Student demographics, information about their preparedness level, major, and attitudes were collected in a questionnaire and students\u27 learning gains were assessed by comparing student performance on a pre- and post-test on four different topics in microbiology. Our results indicate that students’ major and attitudes such as their willingness to actively participate in the classroom discussions and spend time outside the classroom to learn are major factors that enhance their learning. Age and marital status positively impact learning gains while gender, employment status, and citizenship status show no impact on learning gains in students. Our results also indicate that students at the community college who had less exposure to science classes in high school or biology classes in college achieved statistically higher learning gains despite having overall lower scores on two of the four post-tests.Keywords: community college, four-year University, introductory microbiology class, learning gains, post-test, pre-test, student attitudes, student demographics, student preparednes
POSTER: 2020 Vision: My, How We\u27ve Grown!
No full textA decade ago, four TRU librarians presented their first Teaching Practices Colloquium poster, calling for more collaborative library instruction classes and fewer library scavenger hunts. In our 2020 poster we will incorporate and revisit this past document as we reflect on how our teaching practice has changed, where it remains the same, and what our goals for information literacy are going forward, especially in light of TRU’s Graduate Attributes. These institutional learning outcomes include “knowledge acquisition and application” and “critical thinking, analysis, problem-solving and research,” which align with the objectives of library instruction. The incorporation of both course and campus-level learning outcomes in the past decade has provided librarians a structure on which to hang our own teaching and classroom goals. We will point to new ways we are addressing some of the same challenges as we did ten years ago, such as the gamification of library instruction. We will share what we have learned through starting to assess our instruction practices – something that remains a challenge, but that was not a part of our regular practice a decade ago. Finally, we will address new professional standards that inform our teaching practice, highlight new librarian-instructor collaborations that we think exemplify current best practices for library instruction, and identify potential areas of growth for our teaching practices