Mount Royal University: MRU Journal System
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Maximizing student experience in mathematics: Traditional tools versus digital technologies
Get PDFThis study was created to find out the tools that encourage and maximize student learning in mathematics, what causes positive and negative experiences in mathematics, and can any of these tools and experiences be replaced by digital technologies. I gathered an assortment of information through online surveys, interviews and field notes. My main findings showed that most people think that math manipulatives, direct teaching, and hands on learning were very important to their learning and help to decrease negative experiences in math. Furthermore, positive experiences were created through teacher feedback and encouragement and when students could relate what they were learning to their life experiences. My findings show that teachers need to be a positive model and create positive experiences for students. Moreover, teachers need to use traditional hands on tools for students and then use digital technologies as an assistive tool for further clarification and understanding
“Each has a house of her own”: Purpose, Domesticity and Agency of First Nations Women in Canada’s Industrial School System, 1883-1923.
Get PDFThis paper uses the lenses of gender and colonialism to examine the goals and actual outcomes of industrial schools, as well as the experiences of female students in a particular era—the 1880s to the turn of the century. The industrial school system was originally implemented in western Canada to train First Nations males in various trades such as farming, and to assimilate these students into the dominant Euro-Canadian society, but administrators changed their mind and decided to educate female students as well. Specifically, the first three industrial schools created which laid the foundation for the system in the west (including British Columbia) will be the focus. These schools are High River Industrial School in what is now Alberta, and the Qu’Appelle Industrial School and the Battleford Industrial School in Saskatchewan. Two leading questions have shaped this study. First, this work interrogates the various churches’ and government’s goals for female students in the industrial schools of western Canada. This study argues that the Canadian federal government’s and various churches’ goals for the female students were twofold. Initially the purpose of education for the female student was to create “proper” wives for the male students who would stand in place of the “non-educated” and “unassimilated” First Nations females who would otherwise, according to officials of the institutions, pull male graduates back into a life of “savagery.” However, as time progressed, the methods of educating female students changed. Female students, with support from the government and the churches, took on the role of domestic servants both inside and out of the school as part of the “outing system.” However, administrators intended such positions to be temporary as the primary goal remained that female graduates would marry and conform to gender ideals at the time. Second, the paper examines the “success” of the schools based on their projected outcomes and argues that the system was ineffective. Female students prevented the federal government and various churches from achieving their goals of making “proper” housewives through the industrial school system. Many women kept their traditions after graduation by returning to their families and nations, and through activities such as leaving graduate colonies to attend traditional activities such as the Sun Dance. Still others did not conform to Victorian ideals of womanhood when they became “breadwinners” through their work in domestic service. This study concludes that while government and church administrators believed that the schools would teach female Aboriginal students how to conform to ideals of white, Victorian womanhood and would help advance the cause of “civilizing” male students, in the end, female students found employment outside of the home, the opposite of what administrators envisioned
L’interrogation du départ : entamer un aller-retour chez André Gide et chez Henri Michaux
Get PDFCet article examine les récits de voyage d’André Gide et d’Henri Michaux afin de répondre aux questions suivantes : comment entamer un aller-retour ? Comment entamer le récit de voyage qui le représente ? Lors de leurs voyages respectifs en Afrique équatoriale et en Amérique du Sud, Gide et Michaux montrent que la difficulté d’établir le commencement du périple devient un obstacle à la rédaction du récit. Les deux auteurs découvrent que la double difficulté de commencer un voyage et de commencer un récit de voyage soulève maintes questions sur l’exotisme, l’inspiration littéraire, la productivité et la construction du texte. L’interrogation du départ dans leurs ouvrages leur permet donc de remettre en question le concept du voyage ainsi que le rôle du récit de voyage
The use of technology in the classroom to assist students with learning disabilities
Get PDFThe purpose of my investigation was to look into the ways digital technologies can be used in the classroom. My study was focused on the question “how can assistive technology be used in the elementary school classroom to foster inclusive education?”. The research was conducted through the use of personal interviews, surveys, and statistical data. Results were organized using word clouds, participant quotes and graphs. My research concluded that there are many types of assistive technology that are being used in the classroom. While teachers are not always using this technology consistently, the overall perceptions of my participants were that the advantages outweigh the disadvantages. These results show how essential assistive technology is for not only individual students, but a boost the morale of the entire classroom community
Footprints on the web
Get PDFThis article discusses the topic of digital citizenship and how it relates to current students, pre-service teachers, and teachers in the field. It asks the questions; what is digital citizenship? How important is it to teach in elementary? Junior high? High school? What kinds of resources should I, as a pre-service teacher be aware of in my journey to becoming an elementary teacher? I created surveys to address issues and answer some of these research questions. Not only did I send out surveys, I also conducted two interviews to ask extended questions that were raised as I gathered my research. Results showed that current students may or may not realize the importance of digital citizenship, but pre-service and elementary teachers believe it is crucial that this topic be covered in the classroom. This research project is profound for teachers that are developing a teaching philosophy
Comparing Film Language Amongst Genres: A Comparative Analysis of Schindler\u27s List, In Darkness and The Last Days
No full textThe purpose of this paper is to provide a comparative analysis of the film language and genre conventions used in three Holocaust films, Schindler\u27s List, In Darkness and The Last Days. Each of these films provide the perspective of a unique genre on real historical people and events that took place during the Holocaust. Schindler\u27s List is a biopic film that follows the true story of Oskar Schindler, a wealthy German businessman who managed to save the lives of more than 1,000 Jews by keeping them employed in his factory during the Holocaust. In Darkness is a Polish-made drama film which profiles Leopold Socha and the 10 Jews he managed to save by helping them to hide in the sewers during the Holocaust. The men profiled in both movies were declared Righteous Among Nations for their heroic real life actions. The final film, The Last Days is a documentary, which profiles the stories of survival of five Hungarian-Jews during the Holocaust. Through the use of film language, Schindler\u27s List, In Darkness and The Last Days are all able to effectively communicate key themes and ideas present during the Holocaust. Symbolism is used in each of these films in the areas of colour and light. This symbolism, most heavily present in Schindler\u27s List, seems to depict the lack of light, or lack of hope during the Holocaust. Another theme present in the films is the stark inequality between Germans, common people and Jews. This inequality is particularly relevant to both Schindler\u27s List and The Last Days. All three films effectively capture the emotion of their audiences by making them feel as if they are actually experiencing the Holocaust through the use of both camera movement and real footage. A final important idea surrounding this Holocaust that can be taken away from each of these films is the brutality of German soldiers. Overall, the analysis of these three films provides a powerful and personalized insight into the Holocaust.
Edward III and the Hundred Years War
Get PDFDuring the reign of Edward III of England what became described as the Hundred Years War began in 1337. For the next foutry years Edward III make specific decissions that allowed his country to stay in the war and kept money coming into the country. Through the strategic use of taxes, international loans and personal involvement in politics England emerged out of Edward III reign with a distinct move towards state building. The government saw numerous changes during the fourty year reign of Edward III and the most important for the development of state building was the awareness of the commons that they had a unique role in parliament
Defining Desire, Dispelling Defiance: Heteronormative Language in English Language Learner’s Dictionaries
Get PDFMonolingual learner’s dictionaries (MLDs) strive to use accessible, comprehensive and ostensibly objective language to communicate ideas to those with intermediate to advanced language proficiency. However, it will be argued that MLDs of the English language are not objective, but rather ideological documents in which discursive authority stems from the production of knowledge. In their representations of sex, gender and sexual desires and identities, MLDs venerate reproductive heterosexuality as the correct, normal and ‘natural’ mode of human expression while erasing queer realities and possibilities. As a result, queer English language learners are marginalised as imperfect citizens and are compelled to embody heterosexual culture in both language and behaviour in order to achieve increased legitimacy within the English-speaking nation-state
Acknowledgements-- BSUJ Issue 1; Volume 1
No full textList of acknowledgements, inclusing the BSUJ Committee, Editorial Board, Review Board, and Advisory Board