MacEwan Open Journals (MacEwan University)
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Inclusive Education: Advantages and Overcoming Barriers
No full textSchools and other learning environments have increasingly promoted equal educational opportunities among all students in recent years to create more inclusive learning environments. Inclusive education has impactful benefits on all students, not just those with diverse needs, as it is "the gateway to full participation in society" (United Nations, n.d, pg. 3). However, barriers to inclusion such as staff training and funding are necessary to consider in order to create and maintain meaningful, inclusive learning environments. In order to overcome these barriers to inclusive education, educators have been encouraged to integrate aspects of both Universal Design for Learning (UDL) and Differentiated Instruction (DI) to maintain the least restrictive environment while tailoring to individual student needs. The integration of UDL principles into classroom/learning environments promotes inclusion through supports for all students, including those with diverse needs. Educators can utilize strategies like the Three-Block Model of Universal Design for Learning (TBM) and ADAPT to aid them in the integration of UDL
Content Reinforcement of Cell and Membrane Transport between Physical Education and Arts and Science Students
No full textThe present study evaluates content reinforcement of cell membrane transport over eight weeks for Physical Education and Arts and Science physiology students. The highest retention for physical education students was in weeks 1 and 3, whereas for the Arts and Science students, it was the highest in weeks 2 and 3. Knowledge was comparatively higher for Physical Education students than for the Arts and Science students. Therefore, relatively more robust interventional strategies need to be implemented for Arts and Science students to improve knowledge retention.
Faculty Mentor: Dr. Paul Chahal 
Lost in the Archive Sea: Why are Fur Trade Posts Difficult to Locate?
No full textA common problem faced in studies of the North American Fur trade is pinpointing the locations of the trading posts. In this presentation, I will summarize some of the factors that contribute to this problem, including instabilities in the operation of posts, competition between companies for traffic, the impermanence of architecture, disasters, and imprecisions and gaps in the documentary record. My experience as a research assistant searching for information on the location of Fort Fraser in British Columbia, which underwent cycles of closure and shifts in its position during its history from 1806 to 1915, will be used as an example. The presentation will explore the journey of searching through data with vague descriptions, sketchy maps, and poorly reproduced photos in order to gather information on the site’s location. Ultimately, the research presented will show the listener what can be uncovered while lost in the archive sea.
Faculty Mentor: Dr. Paul Prince 
PREY: Aesop\u27s Fables Selected & Visually Told Anew
No full textFables are common methods of teaching lessons and morals through metaphors and the personification of animals. The characters, often animals, work through challenges, evade predators, or cleverly achieve a goal. These animals portray and depend on classical traits such as the mischievous fox, the shy rabbit, the sneaky mouse, the clever bird. Such traits allow for wide exploration of visualization of these personalities and stories, through imagery but more importantly through typography. Aesop’s Fables: PREY is a collection of select fables visually told anew by Macewan’s Typography II class of 2022/23, with cover artwork by Sydney Hua and internal typography by Susanna Woudstra. The project aims to communicate the content of the fables visually through typography to enrich the experience of the reader before and as they read the text.
Faculty Mentor: Constanza Pacher 
Children’s involvement in Science, Technology, Engineering, and Mathematics (STEM) with loose parts
No full textLoose Parts Play, which involves engaging with various open-ended materials such as acorns, pipes, and tires, has been identified as one of the most encouraging forms of play for fostering learning in Science, Technology, Engineering, and Mathematics (STEM). Researchers and policymakers alike have endorsed loose parts play for its ability to develop creativity, divergent thinking, and problem-solving skills through hands-on play experiences that involve designing, building, and testing structures.
In a pre-experimental study, we observed 40 children playing with either loose parts or single-purpose toys, and explored how their STEM activities, play types, duration, and engagement were influenced by their gender and key social determinants such as parental education and income. Our initial findings indicated that the frequency with which children engage in STEM during free play varied by the type of play material, and that they often engaged in STEM activities during play without explicit instruction. Our future investigation will explore the influence of gender dyadic composition (i.e., child gender-parent gender) on STEM talk during play, and the impact of child and parental gender on STEM engagement. These further investigations will add to our understanding of how loose parts play can best support the development of STEM skills and attitudes among young children and inform educational practices and policies that aim to promote STEM learning in early childhood.
Faculty Mentor: Dr. Ozlem Cankaya 
Comparing Clustering Results of Specialized Functional Models and Standard Models through Comparative Analysis of Traffic Speed Differential Data
No full textTraffic flow and speed differences between cars are important factors that indicate the likelihood and danger of collisions. A vital part of intelligent transportation systems is discovering important locations to monitor and ticket speeding vehicles. To find these locations, we study data from a low-density city. Recent research in clustering includes fitting time series data to a set of basis functions forming functional data. An important step in determining if functional methods can be applied to real-world problems is comparing results in application. We compare the clustering performance of new methods developed for functional data clustering with robust non-functional methods. Using the original data and factors that may affect traffic that were not used in clustering, weekday, month, and speed limit, we determine that functional methods outperform non-functional methods at providing understandable and relevant clusters.
Faculty Mentor: Dr. Mohamad El-Hajj 
"I\u27m Exhausted!" The effects of fatigue on deaf students
No full textThe cognitive, visual, auditory, and attention demands within classroom environments are compounded for students who are deaf. The effort needed to focus simultaneously on information presented auditorily and visually across multiple, overlapping speakers for at least six hours a day, five days a week when resources mitigating fatigue are denied, unavailable, or infrequently implemented has a lasting impact on educational, vocational, and quality of life outcomes for students. The likelihood that fatigue has serious consequences to academic, social-emotional, and vocational outcomes for students who are deaf is undeniable. This presentation will discuss what fatigue is, how it affects students who are deaf, and what can be done by teachers/instructors and classroom peers to support students.
Faculty Mentor: Dr. Natalia Rohatyn-Martin 
Worship of Artemis in Ancient Sparta
No full textThe Lady of the Willow Whips was a term paper written to explore the relationship between Sparta\u27s youth and the worship of Artemis, specifically regarding the unique relationship. Spartan boys had with her. The infamous "Whipping Ceremony" plays an essential role in the culmination of the boys\u27 learning within the military schools of Sparta (agōgē). This poster summarizes some of that information and shows the archaeological area the ceremony occurred.
Faculty Mentor: Dr. Jessica Romney 
Ethical Dilemmas and Considerations for Nurses During the MAID Process: A Literature Review
No full textThis literature review aims to investigate the ethical dilemmas nurses face following the legalization of Medical Assistance in Dying (MAID) in Canada and identifies recommendations to mitigate moral distress felt within the nursing community. The CINAHL database was used to conduct a search for primary studies inclusive of MAID relating to the ethics within nursing and published since 2018. From the search results, three peer-reviewed articles were used to compare and contrast the ethical dilemmas that have arised from MAID within the nursing community. A vast majority of the moral conflicts presented are rectifiable and have occurred due to misinformation, lack of adequate education, distress caused by misunderstandings and judgment, and a lack of collegial support. To mitigate these moral tensions, it is recommended that education and training on MAID be implemented, as well as opening up conversations about ethics and MAID to help ensure nurses feel supported emotionally and professionally throughout the MAID process.
Faculty Mentor: Dr. Emilene Reisdorfer 
The Impact of Content Reinforcement on Anatomical Knowledge Retention of Cardiovascular and Lymphatic Systems in Nursing Students
No full textNumerous studies have demonstrated that medical and allied health students experience difficulty transferring the anatomical knowledge they gain in the first year to the subsequent years of their disciplines (Narnaware and Neumeier, 2020, Narnaware, Y. 2021a). However, few studies focus on nursing students (Narnaware and Neumeier, 2019a,b). As an intervention strategy, and an attempt to improve long-term knowledge retention, the present study demonstrates that repeated evaluation of the cardiovascular and lymphatic systems over eight weeks can significantly increase anatomical knowledge retention. The retention measure is compared to the evaluation of the same organ systems in the first week. Statistical significance was set at P ≤ 0.05, where week three for the lymphatic system (+16.8%) and week four for the cardiovascular system (+22.5%) both saw the most significant increase in retention among nursing students. This increase likely occurred because of the approaching midterm in week four of this study. However, after the midterm, the retention for the cardiovascular system dropped to (+14.15) while the lymphatic system dropped to (+4.6%). However, despite these fluctuations that occurred, our results which always remained positive throughout the study, show that content reinforcement can be an effective interventional strategy to improve long-term anatomical knowledge retention in nursing students.
Faculty Mentors: Dr. Raj Narnaware & Melanie Neumeie