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National institute of health stroke scale (NIHSS) item 7: limb ataxia (arm)
No full textNational institute of health stroke scale (NIHSS) item 7: limb ataxia (arm)https://ir.lib.uwo.ca/clinicalskills_neuroexam/1594/thumbnail.jp
John and Peter at the Sepulchre
No full textDedication: “To the Glory of God and in loving memory of Alfred Beverly Cox, died May 11, 1904. Erected by the Members of the Bible Class and Club.”
In the left window, Christ calls James and John to leave their nets and follow him (Mark 1: 19-20). In the right window John and Peter enter the empty tomb on the morning of the Resurrection (John 20: 3-10).
Alfred Cox taught at the St. John’s Bible Class that eventually evolved into the St. John’s Athletic Club. For the church, he served as its Vestry Clerk for ten years and frequently was the organist. Cox was eventually elected as a member of the Ontario Hockey Association and was President of the YMCA.
John and Peter at the Sepulcher is part of a diptych along the south wall. The other image, The Calling of James and John, relates to the evangelization activities of the four saints.https://ir.lib.uwo.ca/anglican_stainedglass/1017/thumbnail.jp
Mbwaach\u27idiwag Episode 2 : Walking Along Deshkan Ziibing with Summer Bressette
No full textIn this mini-episode created for Indigenous Awareness Week 2021 at Western University, Summer Bressette of Kettle and Stony Point First Nation tells Sara Mai about her take on land acknowledgments, relationships to land, Deshkan Ziibing and Indigenous nationhood. If you\u27re in London, ON, go for a walk along the river and take this episode with you
Evolving Academic Advising at Polytechnic A
Get PDFOver the past decade, Polytechnic A unsuccessfully implemented several academic advising models. As provincial funding for post-secondary institutions has continued to decline, Polytechnic A has commenced the most significant transformation and restructuring in its history to ensure a successful and agile future state. As resources are limited and will likely remain so, it is imperative that each portfolio critically examines its work to ensure it supports student success, financial sustainability, optimization, and innovation. Student retention will be paramount. Opportunely, the literature advocates for academic advising as a critical strategic enabler to support student success and, ultimately, student retention. Consequently, the problem of practice (POP) explores how to develop a sustainable, agile, and adaptable academic advising program in a Polytechnic environment that supports a diverse student body and optimizes resource utilization. This organizational improvement plan (OIP) recommends combining transformational and distributed leadership approaches to lead the proposed change. These approaches are congruent with the organization’s culture and align with the change leader’s leadership lens. The OIP seeks to understand the forces that shape the problem through a historical overview, a review of recent academic advising literature, and institutional and organizational theory lenses. I identified that the environment was ripe with driving forces to support the change through a force field analysis. Galbraith’s STAR model was used to conduct a gap analysis. Several possible solutions were analyzed, and the preferred solution to this OIP is to implement a centralized advising model and develop an academic advising strategy
Supporting Faculty in Responding to Distressed Students
Get PDFThe increased numbers of students struggling with mental health problems require faculty to increase their competence and confidence in working with distressed students. In this Organizational Improvement Plan (OIP), I explore this problem of practice, pursuing improved mental health literacy among higher education faculty and an enhanced ability to recognize signs of distress and employ role-appropriate interventions. A mentally healthy and supportive learning environment improves student engagement and academic achievement; therefore, it is pedagogically relevant. Well-being and mental health-related knowledge and a helpful network of colleagues can help faculty respond to distressed students. This OIP is rooted in the Okanagan Charter and builds on current work and successes at College X. Incorporating new elements of strategic and intentional collaboration into the existing system yields improved student academic achievement and faculty capacity in working with distressed students. A collaborative process and community of practice, authentic and shared leadership, increased faculty competence, and confidence align the strategic plan’s vision with on-the-ground pedagogical interactions. Thus, through improved faculty competence and confidence, this change plan aims to improve faculty’s sense of being supported in their endeavor to improve academic outcomes for students struggling with mental health problems
Enhancing Employee Engagement at a Higher Education Institution: A Leadership Development Framework
Get PDFThe low levels of employee engagement at a school within a Higher Education Institution is the Problem of Practice (PoP) addressed in this Organizational Improvement Plan (OIP). The results of an employee engagement survey revealed that faculty and staff yearn for feedback, mentoring, and recognition from their academic managers. The survey also indicated that academic managers lack the necessary skills and time to coach and mentor their direct reports. The principles of interpretive theory, coupled with adaptive and servant leadership are foundational elements of this OIP, and are leveraged to help address the PoP. Studies have shown that the quality of the relationship between leaders and their followers is an important antecedent of employee engagement. The latter is defined as the intellectual and emotional commitment to one’s organization which results in discretionary efforts and exhibition of passion for work in the workplace. As such, a leadership development framework is proposed to build leadership capacity of the academic managers. A combination of the Change Path Model and the Plan-Do-Study-Act Cycle will guide the implementation of this change in the organization. Once implemented, it is anticipated that the outcomes of this OIP will go beyond enhancing the levels of employee engagement. Arguably, engaged faculty are known to motivate their students, offer them timely feedback, and contribute to their success. The research and recommendations brought forward by this OIP can be adapted and adopted at other schools within the organization, or at other Higher Education Institutions
Strategic Planning in a Higher Education Context
Get PDFThis organizational improvement plan (OIP) stems from the need for a clearly defined plan to guide initiatives to be implemented in the School of X. Strategic planning is instrumental in higher education (HE) settings and is critical in framing the values, missions, and goals of postsecondary institutions. Engaging stakeholders in meaningful and purposeful ways will help to create a clear direction for the School of X. Exploring the organization’s readiness for change and examining solutions for the identified problem of practice (PoP) frames the basis of the OIP. To evaluate the best strategy for the change process and to achieve the goals of the OIP, multiple approaches to address the PoP are evaluated and discussed. Relational and distributed leadership are integrated throughout the OIP with Kotter’s (1996) model of change supporting the process. The underpinnings of a humanistic approach to change permeates all portions of the OIP, which complements the relational and distributed leadership styles also integrated throughout the plan. Intertwining a systems theory approach to the overall process is important because the School of X is an integral part of the college. The framework integrated in the OIP is Nadler and Tushman’s (1980) congruence model, which complements Kotter’s (1996) model for leading change. When the OIP is implemented in the HE setting, it is anticipated that the faculty and staff of the School of X and community partners will collectively work on the identified initiatives, which will contribute to successful outcomes for students and the academic HEI
Becoming an Ambidextrous Learning Organization: Leadership for Confidence in a Resource-Dependent Nonprofit Environment
Get PDFA leader in a nonprofit organization needs the confidence of their team to deliver stable, high-value services to stakeholders while simultaneously adapting to environmental changes. This balance is critical for the Collaborative, the nonprofit organization at the centre of this organizational improvement plan (OIP). The Collaborative’s operating conditions are characterized by reliance on short-term government funding, environmental uncertainty, complex stakeholder relationships, and a dual focus on social mission and financial viability. The problem of practice is a loss of confidence in leadership, which is triggered by these complex conditions. At the heart of this OIP is the argument that the complex environment in which the Collaborative operates demands a paradoxical approach and organizational model that is ambidextrous, meaning it is oriented towards both managerial efficiency and emergent exploration. This OIP combines distributed, adaptive, and operational leadership approaches to construct a conceptual model that aids achievement of the Collaborative’s social mission and financial viability in a postmodern environment. Using a collaborative and caring lens as a guide, I present a co-constructed path to incremental organizational change through a pilot project aimed at cultivating individual and organizational learning for ambidexterity. The pilot project empowers organizational actors to explore ambidextrous work practices within psychologically safe environments to maximize learning, participation, and ownership. In the larger context of nonprofit leadership in Canada, this OIP illuminates a path to organizational ambidexterity that works within, rather than against, the constraints of resource dependency to promote the long-term viability and sustainability of high-value nonprofit organizations
Equity, Diversity, and Inclusion in Alberta Accredited International Schools: Bridging Modern and Traditional Societal Perspectives in Educational Practice
Get PDFInternational schools accredited by Western-based educational paradigms encounter specific challenges within the theoretical framework of equity, diversity, and inclusion (EDI), as perceived through the lens of social justice in education. This Organizational Improvement Plan (OIP) considers, from the context of modern and traditional societies, the change readiness of the Alberta Accredited International Schools program (AAIS) surrounding the practice of EDI. Generalized expectations of universal application present with factors that may provide educational leaders with the framework to deliberate critical theory motivating practice. Modernist and traditionalist societal views of EDI, and the translation of pedagogical frameworks through educational reform, are considered. My agency as an external educational psychologist and EDI consultant provides a practical, site-based context of change with a worldview of transformative leadership. As an external consultant, I proposed a blended change model, including Cawsey et al.’s (2016) Change Path Model through the lens of Capper’s (2019) critical theory for organizational improvement. The proposal of an EDI policy analyst change driver to inform a transformative worldview and associated theoretical resolutions is presented. Solutions are offered to influence current and future alignment within varied contexts between the provincial agency and the AAIS program sites. Informed by social justice in educational leadership, this OIP accepts a theoretically based challenge to apply a transformative leadership model of EDI practice to AAIS leaders. The outcome includes an alternative conceptualization of EDI practice demands within schools existing in a traditional society aligned with a Western-based educational pedagogy