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Shining Light on Hearing, Literally!: Using Functional Near-infrared Spectroscopy for Assessing Speech Processing in Unresponsive Patients with Acute Disorders of Consciousness
Get PDFAre we there yet?: The availability of surgery in Canada and the impact of traveling to access it in high-income countries
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Head, Heart, and Hands: A Relationships First Approach to Indigenizing and Decolonizing Education
Get PDFStudent engagement within District X is at an all-time low. As District X strives for more equitable learning opportunities, they also work to serve the unique and varying needs of students despite the rising physical and mental health concerns, particularly in the wake of the COVID-19 pandemic that shook students and adults alike, resulting in a global collective trauma and led to the shutdown of schools worldwide in March 2020. These issues are especially prevalent within our most underfunded and underserved populations, such as Indigenous populations. As Canadians, Indigenous relations and calls to adopt Indigenous ways of knowing and being are at the forefront as we work toward adopting the Truth and Reconciliation calls to action, precisely actions 62-65 as they pertain to education. The Indigenization and decolonization of our teaching and learning practices are essential to reconciliation; however, an Indigenous resurgence can only be accomplished when we begin to put our relationships first. Head, Heart, and Hands: A Relationships First Approach to Indigenizing and Decolonizing Education is relational, restorative, trauma-informed, culturally responsive, brain-aligned, and an approach where students are engaged in deep and liberating learning opportunities where power is shared with all. It supports the Indigenization of and decolonization of our curriculum, policies, teaching and learning, and assessment practices. Therefore, Head, Heart, and Hands: A Relationships First Approach will be at the forefront of this Organizational Improvement Plan, as it is only when our physiological needs are met, that we feel safe, we feel an innate sense of belonging, and others believe in our ability to learn, that we can be genuinely engaged and there can be learning for all
Detail, 3 of Law Library Glass
No full textDetails showing various features of the windows. Location: Law Library, west wall. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oates.https://ir.lib.uwo.ca/chriswallis_stainedglass_on_london_uwo/1021/thumbnail.jp
St. Paul\u27s Cathedral, Interior, Partial View of South Nave Wall Showing Tiffany Windows
No full textView of South Nave Wall showing Tiffany Windows. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: Katie Oates.https://ir.lib.uwo.ca/anglican_interiors/1073/thumbnail.jp
St. Paul\u27s, Interior, North Nave Wall
No full textView of North Nave Walll Showing Windows by Christopher Wallis and Tiffany and Co. Lead Investigator: C. Cody Barteet (cbarteet). Photograph: C. Cody Barteethttps://ir.lib.uwo.ca/anglican_interiors/1077/thumbnail.jp