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Student Cities: Examining How International Students Transform the Economic, Social and Political Fabric of Town-Gown Communities
No full textInternational students are students of different age and grade levels who travel from their home countries for different educational purposes. For instance, students may enroll in short term immersion programs, which last from two weeks to a year, where they learn new languages and experience foreign cultures. On the other hand, some international students pursue long-term studies. These students choose to complete their academic degree abroad. In recent decades, schools around the world have gradually been adopting internationalized education curricula. Hence, universities across the globe are forming alliances, triggering a mass influx of students migrating to urban and rural college/university communities. Scholars have uncovered that international students are urban agents who accelerate economic, social, and political transformations of college/university towns. The primary objective of this research is to understand how international college/university students alter the economic, cultural, and political fabrics of town-gown (college/university) communities. This presentation utilizes peer-reviewed articles, academic journals, government documents, and personal observations to answer three major questions. First, can we identify the push-pull factors that influence one\u27s decision to move to a specific college/university town? Second, how do international students influence urban transformations in college/university towns? Finally, how do international students transform the urban fabrics of two different communal scales: the micro- and macro-scale? The micro-scale explores the studentification of college/university towns within Canada while the macro-scale examines different college/university towns around the world
Enhancing Group Work with Augmented Reality Tools
No full textAlthough Augmented Reality (AR) is not an entirely new concept, as a teaching enhancement tool, it has not to date become ubiquitous. During this hands-on workshop, participants will have an opportunity to create simple teaching materials by using an easily accessible augmented reality platform. After showcasing their work, participants will engage in a brief discussion on how they might implement AR in their respective teaching contexts
Collaborative Quizzes – Applications in Introductory Level Accounting
Get PDFCollaborative Quizzes – Applications in Introductory Level Accounting Courses by Wayne Singular, MBA, CPA, CMA, School of Business & Economics, Thompson Rivers University At Thompson Rivers University, two introductory level accounting courses are mandatory requirements for all students in the Bachelor of Business Administration (“BBA”) Accounting program. In these courses, pre-exam review classes are often very repetitive, challenging to maintain student engagement and often it is difficult to determine the exact needs of preparing students for an upcoming individual exam. Over the last several years, I have introduced a series of low-grade percentage collaborative quizzes to improve participation and engagement during these review classes. Instead of routinely reciting questions and answers, I instead challenge my students to answer questions as a collaborative group of 3 or 4 students as many questions are answered by accounting teams in industry settings. The quizzes typically last for 45 minutes with a maximum of four questions. After the quizzes are completed I spend the remaining 30 minutes of class time reviewing issues students had with the questions and discussing how the successful groups approached and solved them. I also discuss time management and successful exam writing techniques during this time. The energy in the room is amazing as students work together to solve the questions and share their knowledge and problem-solving approaches with each other. I have found my review classes well attended and students better prepared for their individual exams
Collaborative Online International Learning (COIL) in SOCW 4800
No full textCollaborative Online International Learning (COIL) is a methodology of linking students in different parts of the world through content to explore issues and develop new understand of they are addressed in a global context. In Fall 2018, SOCW 4800 was delivered in a COIL format with students from TRU linked to students in a university in Pakistan. This workshop will discuss all aspects of creating this course from set-up through implementation. The good, the bad and the ugly will all be addressed with the goal of providing insight for others who may be interested in using the COIL methodology in their course(s)
Decline of Migratory Passerines and the Specific Risk Factors
No full textThere are approximately 550 migratory passerines that are either full or altitudinal migrants within the Americas, and many of these birds are in rapid decline. A large majority of these birds depend on forest habitats for survival and are suffering from a lack of resources due to deforestation in both their wintering and breeding ranges. The amount of forest coverage across the Americas has been declining throughout the last few decades. The “Forest Resources Assessment 2005” conducted by the Food and Agriculture Organization of the United Nations states that from 2000-2005 over 4.5 billion hectors of forest cover has been lost, of which 95% is in Central and South America where most migratory birds spend their winters. Many of the 550 birds observed are territorial during the winter and breeding times, and with such low forest coverage available this has increased the rate of migratory decline by minimizing winter survival. The forests provide different resources for the migrating birds, such as many of their diets. During winter these diets allow the birds to produce their spectacular colouration used as a mating display during breeding time and provide energy for the spring migration. These forests are a major form of protection for many of these species that are preyed upon by larger birds and mammals that live in or around the forest.
The data used in this study was acquired from a shared data set of global Passeriformes using a collection of data from papers and online. Resources such as birdlife international, IUCN redlist, birdtree, Barcante et al., and Wilman et al. provided the information we used to compose the collection of global passerines. I focused on the specific factors that are relevant to migration decline in these species. Forestry dependency was a large contributor to my research as it is one of the major reasons for migratory decline that was discussed in other studies. Robbins et al. have studied population declines in migrating North American birds, by comparing the breeding bird surveys (BBS) to forest occupancy in the Quintana Roo state of Mexico. This study supports the decline of migrants over 9 years, although some showed an increased population trend there was a larger number of negative trends occurring.
The purpose for this research is to further study the causes of migratory decline and whether there are any relevant trends across a large list of species. Deforestation has been the main focus on migratory decline however, I want to determine the underlying factors to why deforestation is a cause. Not all migrating species are suffering from deforestation, so why are only some of these species affected and others aren’t. My plan is to determine if there are other risk factors that are connected to forestry dependency, such as diet, temperature, and competition
Reappraisal Tactic Use in Response to Regret and Disappointment
No full textReappraisal is an emotion regulation strategy that involves changing the way one thinks about a situation (McRae et al., 2012). Reappraisal can take many forms. The effectiveness of reappraisal may depend on the context and the reappraisal tactic employed (McRae, et al., 2012). In our study, we assessed whether people would use different reappraisal tactics in response to events that elicit disappointment and regret.
We trained 50 participants in reappraisal. They subsequently played a gambling task which induced regret (after a loss in which participants see a better outcome had the other choice been made: complete feedback) and disappointment (after a loss in which participants only see the outcome of their choice: partial feedback; Coricelli et al., 2005). Participants reappraised after every loss. Reappraisals were coded using a system that recognizes eight kinds of reappraisal (McRae, et al., 2012).
We found no differences in the tactics used under conditions of disappointment and regret. The most frequently used tactic was acceptance followed by distancing. Our results contrast those found by McRae et al. (2012) in which the most commonly used tactic was change current circumstances followed by reality challenge. However, McRae et al. (2012) induced negative emotion using photographs and, in our study, we used a game. Although the results suggest that the types of reappraisals used while experiencing regret and disappointment do not vary, this remains to be replicated in other experiments that vary distinct emotions