Mount Royal University: MRU Journal System
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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
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
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
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
Good Beginnings: Launching Imagining SoTL
Get PDFWriting this introduction is an exciting moment as we prepare to launch this new SoTL journal, which provides a forum to highlight the work shared at the annual Banff Symposium for the Scholarship of Teaching and Learning. We called it Imagining because of the inspirational Blackfoot translation of Mount Royal University’s (MRU’s) Institute for Scholarship of Teaching and Learning. Leo Fox, of the Kainai Nation, offered the translation, ksimstaani, which can also be translated into English as “imagining.” Thus, the journal is called Imagining SoTL: Selections from the Banff Symposium. We intend to speak to the aspirational nature of SoTL, its inherent hopefulness
Le verso de la p(l)age de Camus: intertextualité militante dans « Meursault, contre-enquête »
Get PDFCet article s\u27intéresse à la spécificité de l’affrontement intertextuel qu’entretient « Meursault, contre-enquête » de Kamel Daoud avec « L’Étranger » d’Albert Camus. En fournissant « l’autre côté » de l’histoire et en élucidant la partie de celle-ci que L’Étranger a laissée dans l’ombre, la contre- enquête de Daoud décompose et recompose l’œuvre de Camus. Ce faisant, Daoud déstabilise la position du lecteur qui ne parvient jamais à une solution cohérente sinon définitive du crime, contrairement à ce que propose d’ordinaire au lecteur le roman policier à énigme. De plus, depuis sa position doublement marginale (celle d’un auteur francophone algérien qui adopte les codes du roman policier afin de reprendre un chef-d’œuvre), Daoud dénude les aspects métatextuels de la création littéraire en général, et par extension éclaire les mécanismes à l’œuvre chez Camus. Il parvient ainsi à subvertir les hiérarchies et à désacraliser l’œuvre canonique. Nous allons montrer que, dans ce combat intertextuel, l’écriture et le crime ne font qu’un : le corps du texte est comparé au corps-cadavre, le meurtre incite à la création littéraire et les mots « écrivain » et « tueur » deviennent synonymes
Harry Elmer Barnes Historical Review and the Effects of Historical Revisionism
Get PDFThe growing presence of historical revisionim today that plagues the Historical academic community has its roots in the past works of Historical writers and the steps taken to give greater perspective and context to misinterprated events by modern History writers is often undermined by the continued presence of misinformation and its rapid spread through the public and political sphere. This historical review looks at Harry Elmer Barnes who was a 20th century historical writer and known revisionistand holocaust excuser and sometimes even denier. The way in which prediction but speculative analysis can lead to revisionist talking points will also be examined using his works. A detailed synopsis of his career, examination of his article Europes War and Our Democracy, and his later correspondences will be given in order to show the way in which historical revisionism can effect even those academics held in high esteem within the Historical faculty. 
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
As Student Response Systems Expand Features and Question Types, Multiple Choice Continues to be the Gold Standard for Calculations from both Student and Instructor Perspectives
Get PDFStudent response systems (SRS) continue to evolve as bring-your-own-device (BYOD) systems allow more question and answer types to be utilized. While users were once limited to a button press on a clicker selecting from a list of predetermined responses, students can now generate text and numerical responses on their personal devices. Question and response types are now limited only by software, and new features can be added without requiring an overhaul of the existing system. Using two successive course offerings of a biomedical lab techniques class, the effect of question type was evaluated, using a crossover experimental design, and applied to novel discipline-specific calculations. Students used the Top Hat student response system (tophat.com) to answer either multiple choice questions (MCQ) or numerical response questions (NRQ) in class. Student responses were tracked for elapsed time to completion, performance, and subsequent test performance. Additionally, students were surveyed about their question-type preference. Analysis shows that on formative assessments, students take less time on multiple choice questions, are successful more often, and show a clear preference for this type. When students used those calculations on summative exams, they performed similarly regardless of whether they initially used MCQ or NRQ. Students also expressed clear preference for MCQ. The use of NRQ is still recommended to be used strategically as it increases question difficulty and diversity. The findings from this study may assist STEM instructors looking to formulate their own evidence-based best practices when incorporating SRSs intotheir pedagogy