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Impact du programme de transition entre l’école secondaire et l’université PASS (Preparation for Academic Success in Science) Préparation à la réussite académique en science
No full textThe transition from high school to university can be difficult and stressful for many students who are not sure of how to be successful in their courses and become engaged in extracurricular activities beyond the classroom. This paper describes the design and outcomes of the Preparation for Academic Success in Science (PASS) transition program in the Faculty of Science at the University of Windsor, a mid-sized university in Ontario, Canada. The two-day PASS program, offered in the week before fall classes begin, is designed to introduce incoming students to effective study habits, note taking, and preparation for examinations. Moreover, students are advised on how to get involved in undergraduate research, study abroad, service learning, internships, and student organizations, while balancing their time, health and wellness. Results from PASS cohorts between 2017 and 2019 suggest that students who participated in the PASS program had higher major and overall averages in their first and subsequent years, and significantly greater engagement in extracurricular activities compared to the (control group) students who did not participate in the transition program. PASS is presented as an effective transition program, but it is argued that further study is required to determine how academic performance and engagement are related to the intentionality of the student when they start university, and the importance of the program to building community and a sense of belonging.La transition entre l’école secondaire et l’université peut s’avérer difficile et stressante pour de nombreux étudiants et de nombreuses étudiantes qui ne savent pas comment réussir à leurs cours et s’impliquer dans les activités extracurriculaires au-delà de la salle de classe. Cet article décrit la conception et les résultats du programme de transition PASS (Preparation for Academic Success in Science) de la faculté des sciences de l’Université de Windsor, une université de taille moyenne de l’Ontario, au Canada. Le programme PASS de deux jours, offert au cours de la semaine qui précède le début des cours en automne, est conçu pour introduire les nouveaux étudiants et les nouvelles étudiantes à des habitudes de travail efficaces, à la prise de notes et à la préparation aux examens. De plus, il est conseillé aux étudiants et aux étudiantes de s’impliquer dans la recherche au premier cycle, dans les programmes d’études à l’étranger, dans l’apprentissage par le service, dans les internats et dans les organisations d’étudiants et d’étudiantes, et on leur indique la manière de le faire tout en équilibrant leur emploi du temps, leur santé et leur bien-être. Les résultats des cohortes du programme PASS entre 2017 et 2019 suggèrent que les étudiants et les étudiantes qui y ont participé avaient obtenu de meilleures notes dans leurs cours de spécialisation ainsi que dans leurs cours en général durant leur première année d’études et les années suivantes, et que leur participation avait été considérablement plus importante dans les activités extracurriculaires par rapport aux étudiants et aux étudiantes du groupe de contrôle qui n’avaient pas participé au programme de transition. Le programme PASS est présenté comme un programme de transition efficace, toutefois il est suggéré qu’une étude plus approfondie est nécessaire pour déterminer comment la performance académique et la participation sont liées à l’intentionnalité des étudiants et des étudiantes quand ils commencent leurs études universitaires, et comment l’importance du programme joue un rôle dans l’établissement d’une communauté et la création d’un sens d’appartenance
Il est temps d’introduire la sensibilisation à la santé mentale en éducation dans les programmes d’enseignement post-secondaire
No full textIn the last twenty years, research on post-secondary students’ mental health and well-being has grown substantially, with a dramatic increase in publications over the past decade. Likewise, concerns about declining mental health on our campuses have risen; the mental well-being of postsecondary students is now widely recognized as a major public health issue. Over the last two decades, Canadian higher education has largely addressed these concerns by promoting mental health awareness through extracurricular means. Critically, a new movement towards mental health literacy has emerged across the nation: not just supplementary outreach, but education embedded into the curriculum. To put recommendations into practice, in 2020, one of the authors [CZ] developed and taught an undergraduate course on mental health literacy with a class of 106 students. In the first offering, we conducted a pre-post study to examine if this new course would be associated with changes in mental health knowledge, stigma, and help-seeking. Of the forty students who participated in the study, ten completed measures at both the start (T1) and the end of the course (T2). Within-subjects analyses showed that students made significant gains from T1 to T2, with a large effect size, in terms of attitudes toward seeking mental health services. Feedback on the course was very positive, both in students’ ratings and their comments. Looking ahead, student well-being will depend on how institutions approach and engage with mental health literacy. We recommend firmly integrating mental health literacy education into the post-secondary curriculum.Au cours des vingt dernières années, la recherche en matière de santé mentale et de bien-être des étudiants et des étudiantes au niveau post-secondaire a considérablement augmenté et a connu une hausse spectaculaire des publications au cours de la décennie écoulée. De même, les préoccupations concernant le déclin de la santé mentale sur les campus ont augmenté et le bien-être mental des étudiants et des étudiantes universitaires est aujourd’hui largement reconnu comme une question majeure de santé publique. Au cours des deux dernières décennies, l’enseignement supérieur canadien a vastement répondu à ces préoccupations en favorisant la sensibilisation à la santé mentale par le biais de moyens extracurriculaires. De manière critique, un nouveau mouvement vers la littératie en matière de santé mentale a fait son apparition d’un bout à l’autre du pays : non seulement grâce à des actions supplémentaires mais également grâce à des programmes d’éducation intégrés dans les programmes de cours. Afin de mettre les recommandations en pratique, en 2020, une des auteurs [CZ] a développé et enseigné un cours de premier cycle sur la littératie en matière de santé mentale à une classe de 106 étudiants et étudiantes. Quand le cours a été enseigné pour la première fois, nous avons mené une étude avant et après le cours pour examiner si ce nouveau cours pourrait être associé aux changements intervenus en matière de connaissances sur la santé mentale, de la stigmatisation et de la demande d’aide. Sur les quarante étudiants et étudiantes ayant participé à l’étude, dix ont complété les mesures à la fois avant (T1) et après (T2) le cours. Les analyses intra-sujets ont montré que les étudiants et les étudiantes avaient réalisé des gains significatifs entre T1 et T2, avec une grande taille de l’effet, en termes d’attitude envers la demande d’aide en matière de services de santé mentale. Le feedback du cours a été très positif, à la fois dans les scores accordés par les étudiants et dans leurs commentaires. À l’avenir, on peut dire que le bien-être des étudiants et des étudiantes dépendra de la manière dont les établissements approcheront et traiteront la littératie en matière de santé mentale. Nous recommandons d’intégrer fermement la santé mentale en éducation dans les programmes d’enseignement post-secondaire
Phenomenology, Agency, and Rape: Comments on Heyes’s _Anaesthetics of Existence_
No full textThis essay engages with Cressida Heyes’s Anaesthetics of Existence (2020) on two points. First, it raises worries about Heyes’s apparent association of anaesthetic time with feminist resistance. Second, it reconsiders Heyes’s account of the specific harm involved in raping unconscious individuals, as well as her account of the sort of agency nullified by rape more generally, by appealing to the notion of interpersonal spatiality
Being Time
No full textIn her groundbreaking volume Anaesthetics of Existence: Essays on Experience at the Edge, Cressida Heyes provokes readers with the question, “How might experience not only motivate politics but also itself act as a medium of political change?” This essay builds on Heyes’s provocation by exploring self-making and self-advocacy within carceral political economies. Engaging Heyes’s discussion of “normative temporality,” I consider unstable subjectivities and a black feminist formation of “revelatory agency” to contend that the carceral consumption of human life-time expands, complicates, or radically shifts the scope of the political
Student Transfer Mobility within Indigenous Programs: Pathways of Access or Appropriation?
No full textMobility pathways to and from Indigenous programs is one strategy post-secondary education (PSE) institutions employ to support reconciliation, yet data is limited on the status or impact of these pathways. The current study examined program pathways of Indigenous and non-Indigenous learners within Indigenous programming. Fifty-three students were recruited from across PSE institutions in Ontario. Chi squared tests indicated that the majority of students transferring to an Indigenous program were Indigenous, however the study also found that non-Indigenous learners were frequent users of pathways. Results of this study provide cause for consideration about how settler normativity may permeate in pathway development and delivery and recommendations are provided on how PSE can centre Indigenous students in mobility program development.
Dynamical study of the theta-logistic predator-prey model incorporating gregarious behavior of prey
No full textRelation between species and their livelihood environment in ecological systems is very complex. For that reason, in order to study predator-prey relations, modeling is essential in biomathematics. The vital components of predator-prey models are prey species' growth function in the absence of apredator and the functional response. In this article, we proposed a predator-prey model with gregarious prey. In the existing literature, square-root functional response incorporates the gregarious behavior of prey. This study considers the generalized square root functional response and theta-logistic growth of prey in the absence of a predator. The effect of functional response parameters on stability, limit cycle, and Hopf bifurcation on the proposed model has been discussed. Numerical analysis is performed on the basis of some hypothetical parameter values to analyze the model numerically
The Extent of Homelessness in the Middle East and North Africa Region: A Scoping Review
No full textWhile the right to housing is a fundamental right per article 25 of the 1948 Universal Declaration of Human Rights, ‘homelessness’ is still generally a Western concept and not comprehensively recognized or addressed as a social issue in many countries, including many within the Middle East and North Africa. This paper looked at the literature on homelessness in the Middle East and North Africa (MENA) region to document the meaning and scope of homelessness within this region. After identifying and screening the relevant articles, 103 eligible articles were included in the final data synthesis stage. What we have learned from the review is organized in three categories: 1) conceptualizations of homelessness, 2) proposed responses to homelessness, and 3) research gaps. Studies addressing homelessness experienced by women, elderly, and family were underrepresented or did not exist. Homelessness among children dominates the literature in this review with 62% studies investigated the issue of homelessness in childhood. In a way, children are prioritized yet their adult relatives are often left invisible. Responding to the issue of homelessness on a global scale first involves having effective definitions that both properly enumerate and contextualize the issue. Without establishing a comprehensive definition of homelessness, efforts to address housing precarity can be ineffective
Ending Homelessness in Canada: Reflections from Researchers in the Field
No full textTen-year plans to end homelessness have become common in communities across Canada, yet homelessness persists. This study brings together experts in the field of homelessness to gain insight into whether homelessness can be ended and what steps need to be taken to accomplish this. Twenty-six Canadian homelessness researchers participated in video-recorded structured interviews in the summer of 2021. They were asked whether, and how, homelessness could be ended in Canada. Interviews were transcribed and analyzed for recurring themes. There was widespread agreement across the participants that homelessness could be ended in Canada by focusing on four distinct yet related areas. First, all levels of government must be held accountable for policy decisions they make, and they must learn from other countries, such as Finland, where social welfare policies are more robustly integrated. Second, Canada must continue to implement policies and laws that prioritize housing as a human right rather than a commodity. Third, there is a need for individualized choice-based supports, following the principles of Housing First, which emphasize community integration. Finally, preventive measures must be prioritized with a focus on improved systems alignment and discharge planning between institutions. This paper does not offer a blueprint for change, recognizing the extent of public and social policies, tax restructuring, and ideological shifts that will need to occur. Rather, it provides a thoughtful reflection from researchers on where we as a nation should focus our attention if we want to end homelessness in Canada
Robot Romance: A Non-Binary Critique on Gender and Hegemonic Masculinities
No full textThis essay utilizes the idea of hegemonic masculinities, as explained through James Messerschmidt's article “The Salience of ‘Hegemonic Masculinity’”, to analyze characters from the science fiction novel Autonomous by Annalee Newitz. Through the partnership of characters Eliasz and Paladin, it criticizes how the larger framework of a hierarchical, societally ideal masculinity can oppress expressions of sexuality and gender, enforce gender roles, and negatively impact personal relationships. Finally, it questions how the human-robot relationship could serve as a framework for confronting internalized gender norms and rebelling against oppressive gender roles in life and love.
CW: this work contains themes and mentions of homophobia, misgendering, gendered violence, consent, and slaver
What can we learn from Bohemian Matrices? An adventure in symbolic-numeric computation
No full textThis Maple Workbook explores a new topic in linear algebra, which is called "Bohemian Matrices". The topic is accessible to people who have had even just one linear algebra course, or have arrived at the point in their course where they have touched "eigenvalues". We use only the concepts of characteristic polynomial and eigenvalue. Even so, we will see some open questions, things that no-one knows for sure; even better, this is quite an exciting new area and we haven't even finished asking the easy questions yet! So it is possible that the reader will have found something new by the time they have finished going through this workbook. Reading this workbook is not like reading a paper: you will want to execute the code, and change things, and try alternatives. You will want to read the code, as well. I have tried to make it self-explanatory.
We will begin with some pictures, and then proceed to show how to make such pictures using Maple (or, indeed, many other computational tools). Then we start asking questions about the pictures, and about other things