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Neurology: Cranial Nerve Exam (Sherine)
No full textA neurologist performs a cranial nerve exam including CN II, III, IV and VI on a patient with dark eyes. Cranial nerve II by testing vision-central and peripheral, pupillary response (along with CN III with pupillary response), extraocular movements (CN III, IV and VI) and near response in a female patient.
Clinician: J. Alexander Fraser, MD, FRCPC, Departments of Clinical Neurological Sciences and Department of Ophthalmology, Western University.https://ir.lib.uwo.ca/neuro_cranialnerves/1000/thumbnail.jp
Improving Sexual Violence Reporting in Higher Education Institutions
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This Organizational Improvement Plan (OIP) addresses the lack of sexual violence (SV) reporting at an undergraduate university (Coastal U; a pseudonym) where values of equity, diversity, and inclusion are espoused. Nonetheless, students from diverse cultures at Coastal U report a lack of visibility, unclear pathways for reporting, poor student and staff education, and numerous reporting fears, culminating in a lack of SV reporting. A critical and intersectional feminist lens frames this issue as one of social injustice, wherein inequity and lack of inclusion are problematic. Institutional context, capacity, and readiness, together with consideration of external factors, led to three possible solutions. Developing a comprehensive SV website is put forth as the most viable and valuable solution, with the hiring of a full-time SV coordinator prior to site implementation. Although some cost, time, human resources, and information technology would be needed, the benefits would be substantial. A change implementation plan is outlined based on a transformative leadership approach, in collaboration with the relational agency of a senior transformational leader. A strong communication plan, inclusive of all stakeholders, provides direction in all stages of the change plan. The OIP will be monitored at each stage of the change process and a formal evaluation is scheduled after the website and SV coordinator have been institutionalized. Next steps for improved SV reporting and SV prevention are discussed. Although the emancipation of SV will take years of intentional change, this OIP will bring Coastal U one step closer to eradicating the oppression that keeps survivors from reporting, bringing them in closer contact with much-needed supports and accommodations.
Keywords: underreporting, sexual violence, university, transformative leadership, organizational chang
Building STEM Teacher Capacity at a South American International School
Get PDFAlthough originating in the United States, STEM education has gained acceptance worldwide as an inquiry-based, interdisciplinary approach engaging students in active learning. Despite the ubiquity of STEM—science, technology, engineering, and mathematics, schools face challenges in providing professional development for teachers. This dissertation addresses a lack of adequate professional development to support STEM implementation at an international school in South America. Based on a constructivist assumption that teachers’ beliefs, cultures, and experiences mediate their learning, a mentoring program was selected as the most viable solution strategy. Mentoring provides a pathway for mentees to enact new strategies with their mentor’s support promoting reflection and professional growth. The change requires a transformational leadership approach, complemented by distributed leadership practices, to foster relational trust, inspire a change vision, and focus on the collective learning of program coordinators, mentors, and mentees needed to propel the change forward. A change path framework will be employed that awakens, mobilizes, and accelerates change forces toward the eventual institutionalization of the mentor program. This framework, combined with a robust monitoring, evaluation, and communication plan, will incorporate teacher voices and foster commitment at each phase of change. Structuring an effective professional development model that includes teachers’ prior knowledge, beliefs, language, and culture will promote a shift away from postcolonial patterns in the school context and build teacher capacity and confidence to teach STEM
Transforming Together for Equity, Well-being, and Decolonization
Get PDFDecolonization, equity, and well-being in K-12 education have become pivotal aims for educational leaders in the province of British Columbia, in Canada, and around the globe. By dismantling coloniality in pedagogical praxes and learning leadership structures within school and district systems, this paper maps a bold and essential journey for change and presents a disruptively anti-colonial amalgam of theory and practice for well-being and equity. In the central Problem of Practice, these complex system leadership goals are investigated through the case of a small and innovative BC school district. Learners—both student and adult—are at the centre of this powerful vision for educational transformation as empowered community change makers, and as beneficiaries of anti-colonial, equitable, and flourishing learning environments articulated in the plan for change. The wisdom of Indigenous and critically oriented epistemologies undergird action. Complex Adaptive Systems organizational theory supports emergence, responsivity, and interconnectedness. Leadership lenses of adaptive leadership are deepened by decoloniality, relationality, and systems thinking. Compassionate Systems Leadership and collaborative inquiry grow capacity for change hand in hand with students, parents, Elders, Indigenous families, community, teachers, and school and district leaders. Well-being and human flourishing are cultivated through networked collaboration, relational accountability, and systemness. These transformative elements cradle a coherent change vision, support solutions, and ultimately embrace an anti-colonial plan for system change focused on decolonizing pedagogy and learning leadership structures. This paper presents vision and action for collective difference-making, so critical for education now—and for a sustainable future. Transforming together is powerful alchemy
St. John\u27s the Evangelist, London Altar
No full texthttps://ir.lib.uwo.ca/anglican_altars/1082/thumbnail.jp