347 research outputs found
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I-SKILLS Résumé.
No full textAssociation of College & Research Libraries Conference, Minneapolis, MN.Poster and Handout for Association of College & Research Libraries Conference
From zookeepers to safari guides – The evolution of library instruction.
No full textAssociation of Library Technicians Conference, Canmore, AB.Presentation for Association of Library Technicians Conference
Out of the multiple margins: Older women’s experiences of health care
No full textThis feminist phenomenological study explores the meaning of older women’s experiences as they negotiate health care. Several interviews with diverse groups of older women (immigrant, First Nations, and Japanese-Canadian women and those involved in community and social clubs) reveal that negotiating to have
their health needs met was a challenging process requiring mutual support.Their health-care experiences were influenced by issues surrounding access to services, power, and poverty. For many participants, the conversational interview format served to inspire consciousness-raising, activism, and reflection.The findings
suggest that such reflection may help other women to understand the “multiple margins” (being older, being a woman, being a member of a visible minority) that constrain and challenge their access to health care
Mental Models: Idea to Un-reality - Challenges in Translating Mental Models into Virtual Ones: Describing What's in Your Head
No full textFrom poverty to the trafficking of women for sexual exploitation: A study of causal factors of trafficked women from Moldova
No full textReconciling a Traditional Syllabus with an Inquiry-Based Introductory Course
Get PDFThis paper outlines a new approach that permits the use of an inquiry-based style of learning while still meeting the requirements typical of a more traditional lecture and content-based format. The students are informed of the overall course objectives and given the freedom to choose how they will meet these goals. The goals and outcomes of the course or unit are described in detail using a rubric; a large set of problems to solve is collected or created, and the solutions to the problems are analyzed and mapped onto the course rubric. By providing students with this very large set of pre-analyzed problems from which to choose, it is possible to permit learners a great deal of freedom. The mechanism for verifiable accountability is created through the mapping of the solutions onto the course rubric. This design was used in a first-year single semester course in the fall of 2003, and a preliminary assessment of this method’s viability is provided
Program integrated instruction: Putting the pieces together.
No full textAtlantic Provinces Library Association, Conference, St John’s, NFLD.Presentation for Atlantic Provinces Library Association
Mental Health Research and Cultural Dominance: An Analysis of the Social Construction of Knowledge for International Development
No full textThis institutional ethnographic work uses the first author’s experience as an international development worker, educator, and community mental health nurse in West Africa to illustrate how official research and policy on mental health services reflect Western academic, corporate, economic, and cultural dominance. Focusing on a critical textual analysis of a survey intended to support funding applications to international aid/lending agencies, the authors show how official processes privilege Western policies/research approaches and
subordinate local perspectives. If nurses, researchers, and policy-makers are to be effective in carrying out development work in Africa, they must learn to appreciate the subtle exertion of dominance inherent in Western approaches.The authors propose that understanding local knowledge be foregrounded rather than backgrounded to the complex global interpretive frames for international research and international development policy
‘Science’ vs. ‘Religion’ in Classical Ayurveda
Get PDFThis is the post-refereed, pre-print version: "The institute employing the author may post the post-refereed, but pre-print version of that article free of charge on its website. The post-refereed, pre-print version means the version which contains all adaptations made after peer reviewing (upon acceptance). The publisher’s lay-out must not be used." The post-print version (as published) is available on my personal website: http://stevenengler.ca/?page_id=590This paper evaluates claims that classical Ayurveda was scientific, in a modern western sense, and that the many religious and magical elements found in the texts were all either stale Vedic remnants or later brahminic impositions. It argues (1) that Ayurveda did not manifest standard criteria of “science” (e.g., materialism, empirical
observation, experimentation, falsification, quantification, or a developed conception of proof) and (2) that Vedic aspects of the classical texts are too central to be considered inauthentic or marginal. These points suggest that attempting to apply the
modern western categories of “science” and “religion” to ancient South Asian medical texts at best obscures more important issues and, at worst, imports inappropriate orientalist assumptions. Having set aside the distraction of “science” vs. “religion” in classical Ayurveda, the paper finds support for claims that brahminic elements were later additions to the texts. It concludes by arguing that this is best explained not in terms of a conceptual tension between religion and science but in terms of social and economic tensions between physicians and brahmins