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Testing axial tone
No full textTesting axial tonehttps://ir.lib.uwo.ca/clinicalskills_neuroexam/1642/thumbnail.jp
Doctor speaking to patient.
No full textDoctor speaking to patient. Patient is sitting on the edge of a hospital bed and wearing a gown. Doctor is standing. Both are masked.https://ir.lib.uwo.ca/clinicalskills_neuroexam/1617/thumbnail.jp
Visual Acuity - One eye occluded with patient hand.
No full textPreparing to test acuity-one eye occluded with patient hand, snellen visual acuity card not in photohttps://ir.lib.uwo.ca/clinicalskills_neuroexam/1524/thumbnail.jp
Upper Extremities Sensory Exam: Pin hand
No full textSensory exam to pin upper extremities (examiner gently touches clean safety pin to patient palmar surface hand, and asks if it is sharp)
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/clinicalskills_neuroexam/1521/thumbnail.jp
Neurology: Plantar Response (Jill)
No full textA female neurologist tests the plantar response of a supine patient using a broken tongue depressor.
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/neuro_reflexes/1008/thumbnail.jp
Evolving Inclusive Learning: From Retrofitting Disability to Designing for Variability
Get PDFThe problem of practice (PoP) addressed in this organizational improvement plan (OIP) is that curriculum is not currently interpreted, designed, and delivered to be inclusive of the range of learner variability present in Sursum Corda School Division (SCSD) classrooms. Although all students are physically included in SCSD classrooms, the learning of those who cannot assimilate to current instructional practices is generally supported through alternative, and often disconnected, practices and materials. Researched and experienced concerns with this approach include an increased potential to isolate, limit, or stigmatize targeted students and the inhibition of innovative instructional practices more generally. This OIP aims for a divisional shift toward curriculum and instructional beliefs, practices, structures, and resources that support all students to access, participate, and make learning progress within the general education classroom and curriculum. Current divisional structures and initiatives that aim to support inclusive education will be discussed. This plan was developed through a review of the literature on inclusive education, including the impacts of educator beliefs about learning and learners, and an examination of documents and materials produced and disseminated by the provincial Ministry of Education. A disability studies in education lens is used to understand current practices and beliefs for supporting learner variability and to present a vision of using the universal design for learning framework to inclusively extend quality instructional practices to a broader range of learners. Tools and tactics of adaptive and inclusive leadership are used to present a plan guided by research in the field of implementation science
An Issue of Equity and Inclusion: Disproportionate Suspension and Expulsion Rates of Black and Indigenous students
Get PDFThis Organizational Improvement Plan (OIP) is based on a problem of practice (PoP) in the Laoshi District School Board (LDSB), a central Ontario public school board, that champions equity and inclusion. Despite the emphasis on these values, the LDSB is witnessing disproportionately high suspension and expulsion rates of Black and Indigenous students. This PoP, when viewed through the anti-oppressive (AO) and critical race theoretical frameworks (CRT), is a problem of social justice and equity. This work is undertaken in a time of growing societal awareness of the issues faced by marginalized and vulnerable communities. This OIP examines the impact of progressive discipline practice, neoliberalism, and continued existence of colonialist ideology on Black and Indigenous students as causes of the exclusionary discipline practices. As such, a transformative leadership approach, rooted in addressing and correcting societal inequities, has been utilized. An adapted version of The Change Path Model: Cawsey-Descza-Ingols (CPM) and the Nadler-Tushman Congruence Model (NTC) are employed in this OIP to undertake the proposed solution of incorporating trauma-sensitive and restorative justice practices within the school board. This OIP proposes the use of trauma-sensitive and restorative justice practices to lower the suspension and expulsion rates of Black and Indigenous students and address one of the current inequities faced by these students.
Keywords: trauma-sensitive, restorative justice, transformative leadership, anti-oppressive theoretical framework, critical race theoretical framework, social justice, neoliberalism, progressive disciplin
The Growth and Development of Institutional Reputation
Get PDFHigher education institutions spend considerable effort developing and maintaining quality educational programs and experiences for their students. However, these great programs and experiences can become best kept secrets if the institution is unknown. A positive reputation can contribute to student recruitment; successful career placement for graduates; greater retention of students, faculty, and staff; overall student satisfaction; and greater opportunities for the institution. A poor reputation, on the other hand, can negatively impact its success in recruitment; graduate career placements; and student, faculty, and staff retention. How does an institution develop and build a positive reputation and become more widely known and favourably regarded? This organizational improvement plan explores the theories and processes of leading an internationally focussed, private, for-profit degree-granting business school located in Vancouver, British Columbia, Canada through a process of change to enhance its reputation. The plan focusses on the role of leadership and the processes to successfully navigate change in an institution through the application of two leading change frameworks: the change path model and Kotter’s accelerate model for change management. This study demonstrates how authentic and distributed leadership theories are most appropriate for reputation development and applies social exchange theory to underpin recommended approaches and a strategy to build an institution’s reputation from the inside out
Fostering Collaboration Between local HEIs and Global Professional Engineering Organization
Get PDFThis organizational improvement plan (OIP) proposes a change process to foster collaboration between a not-for-profit engineering organization and higher education institutions (HEIs) situated in the Central Ontario Region. This OIP will help students create successful conditions to transition from HEIs to workplaces by providing them with support from a multidisciplinary team, including professional engineers. Support will be needed to engage students in events that underscore creativity, critical thinking, communication, and other leadership competencies for facing 21st-century challenges. As a section chair, I will work as a change initiator/participant with a guiding coalition encompassing students, faculty members, HEI administrators, and executives from the engineering organization to create a sustainable change solution. This OIP uses the principles of adaptive, humble, and distributive leadership approaches. The leadership framework drives the implementation plan, which focuses on developing a student-run society that will create and promote activities to help students transition from HEIs to workplaces. The solution presented offers a way of ensuring financial support and management methods to increase stakeholder accountability and engagement. Lessons learned from the change process will be shared with engineering associations and HEIs across Canada. The report demonstrates how the implementation plan and the adopted change model and leadership approaches are woven into monitoring and evaluation methods grounded on a continuous and open communication system. This OIP may be adapted to similar contexts in which chapters of professional associations and engineering schools have the common goal of enhancing student engagement with the local community
Creating and Implementing an Effective, Instructive, and Intentional Staff Induction Process
Get PDFHigh levels of teacher attrition can negatively impact student learning, cause financial impairment to the organization, and hinder students’ socio-emotional development. Staff induction can be described as a process by which new employees learn and adjust to an organization\u27s norms and expectations to perform their assigned role in the organization effectively. For international schools, however, staff induction is more complex and nuanced, as newly-hired staff are coming from another country and are thus subject to unique challenges that can cause stress, anxiety, and unease. Some challenges that newly-hired staff may experience are culture shock, homesickness, communication frustrations due to language difficulties, and a struggle in understanding cultural differences between their cultural norms and that of their new residence. Staff induction processes at international schools can vary greatly, but sadly, a majority of them fail to consider and address the myriad of challenges mentioned above. This Organizational Improvement Plan (OIP) uses a blend of servant leadership, ethical leadership, shared leadership, and coaching leadership, embedded through a pragmatic worldview. The problem of practice is focused on addressing high levels of expatriate teacher attrition at an international school in the Middle East. The plan identifies the Problem of Practice, outlines the desired end-state through a detailed monitoring and evaluation plan, and provides a change communication plan. The ultimate goal of this OIP is to provide a practical and valuable improvement plan that can create positive lasting change.
Keywords: Teacher attrition, staff induction, international school, improvement, ethical leadership, servant leadershi