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Are Angry Babies Boys and Happy Babies Girls? A Paired-Associate Learning Experiment
Get PDFExpressions of happiness and affection have stereotypically been associated with women, and those of aggression and anger, with men. In this study, we ask if this association affects memory. Eleven women and 11 men had to learn the names of 24 babies by viewing their faces: 12 faces expressed happiness and 12, anger. All baby faces appeared gender neutral (in reality, half of them were girls and half, boys). Half of the happy babies were assigned a girl name and half, a boy name, and likewise with the angry babies. After trying to learn all the emotion expression and gendered name pairings of the babies, the participants were given a multiple-choice recognition test, where the face of each baby was shown and four possible names were provided (the correct one and three incorrect ones—among them, two boys’ and two girls’ names). As expected, there were more correct answers when learning occurred with the congruent emotion-gender pairs (happy-girls, angry-boys) than with the incongruent ones (angry-girls, happy-boys). Moreover, the incorrect names attributed to the baby faces were more often congruent with the emotion expressed: angry babies were attributed an incorrect boy name and happy girls, an incorrect girl name. Our results confirm that stereotyped associations still influence associative memory. Remembering the names of happy baby girls and angry baby boys is easier, and babies expressing happiness and anger may be easier to associate with femininity and masculinity, respectively. This research suggests that gender stereotypes are still prevalent and continue to influence our cognitive processes
Low-Cost Technologies to Teach Beginner Braille to Children
Get PDFAt present, there are very few interactive technologies available to help children with visual impairments to learn Braille. Teaching is typically done by trained teachers using a variety of teaching techniques and evaluation instruments. Treasure Box Braille (TBB) is an interactive device that provides an innovative approach to supporting the development of functional knowledge of Braille in children with visual impairments. The project espouses a low-cost DIY approach. TBB falls under the ENAMEL (ENAblingMEdiafor Literacy) project. The ENAMEL project aims to make Treasure Box Braille accessible to anyone who wants to make Braille learning a better experience, and to improve the TBB user interface. The objective of this research is to investigate and test the usability of Treasure Box Braille and its associated set of teaching materials
How Can We Enhance the User’s Gym Experience at the Tait Mckenzie Fitness Centre?
Get PDF“TaitGo” is a mobile app that links York University (Toronto, Canada) Athletics and Recreation with the user’s personal fitness goals. The system tracks a user’s personal activity in relation to the Tait Mckenzie Fitness Centre facility. The app encourages students and community gym members to become more involved with York University athletics and to achieve their fitness goals while connecting with others. Researchers observed users of the fitness facility, conducted two surveys, ran user tests and did post-test analysis. Users of the app can access York University athletics information, activity schedules, and session sign-ups as well as a compilation of their personal goals, activities, and statistics. The database track a user’s goals and progress and tailors their online experiences using data analytics and filters. It also facilitates entry to the fitness centre —no need for bracelet tag or student ID card. The app gamifies the experience of working out, achieving goals, and engaging with the fitness community
Evaluating the Use of Picture Books and “Read Aloud” Discussions to Explore Complex Topics with Kindergarten Students
Get PDFRead-aloud discussions are highly recommended for classroom literacy practice and for stimulating classroom discussion. In this lesson plan, the practice of read-aloud discussions was explored with respect to its potential to teach kindergarten students about complex concepts such as community awareness. To address this research question, we conducted the read aloud with a book about community with four students. Students’ comments and reflective drawings were then utilized to assess the effectiveness of the activity. Overall, we determined through this lesson plan that complex topics can be explored through read alouds and that learning does not have to be a linear process
Social Identity of Blindness and Its Impact on Well-Being During the Pandemic
Get PDFThe present study explored the social identity of Canadians with sight loss in the context of the Covid-19 pandemic. The goal of the study was to determine if measures of sight loss can predict social identity described by three factors: group centrality, group affect, and in group ties. Bivariate correlations indicated that age of onset of the sight loss, severity of sight loss, and activity impairment due to sight loss did not predict the strength of identification with the sight loss community. However, an individual’s acceptance of their sight loss and their openness to share experiences related to sight loss significantly correlate with the strength of their identification with the Canadian sight loss community. The second goal of the study was to determine if sight loss social identity can play a role in the well-being of individuals with sight loss during the Covid-19 pandemic. Bivariate correlations showed that stronger identification with the sight loss community predicted lower levels of Covid-19 related stress for three factors of social identity
Vive l’Acadie éduqué! How the 1968-1969 Acadian Student Demonstrations Redefined "Acadianité" and French-Canadian Education
No full textIn 1968-1969, Acadian university students protested against inequities present in New Brunswick’s bilingual education system. These students reconceptualized historical understandings of acadianité, the essence of Acadian identity, to redefine their relationship with Anglo-Canadian governance. This paper analyzes the historical progression of acadianité and its connection with New Brunswick’s French-Canadian education system. In the 1960s, the Acadian students viewed themselves as a colonized people within an English-dominated province, redefining the Acadian imagined community. This idea contradicts the dominant Anglo-Canadian narrative of “two communities living equally.” Using this conceptualization, the Acadian students mobilized to establish a dual English and French school system within New Brunswick. This semi-integrated system provided Acadians with the means for economic and linguistic development in a society that historically oppressed them. This paper also argues that the Université de Moncton was at the confluence of Acadian nationalism and governmental power. Because of its political position, the university fostered and became the medium for these student demonstrations. The 1968-1969 Acadian student protests reconceptualized Acadian nationalism and transformed Anglo-Franco relations within New Brunswick. They defied the socio-political assumptions embedded into New Brunswick society, including Acadian compliance and English dominance. This paper then details the implications of these protests on Indigenous identity and a separate Indigenous-oriented education system. Ultimately, this paper questions the relationship between education, educational institutions, and the imagined community that education serves. Education is consequently an institution that improves or limits a community’s socio-political development and its ability to develop a national identity
Food Deserts in Toronto
Get PDFMy article discusses the prevalence of food deserts in Toronto. A food desert can be defined as a geographical area where there is limited access to affordable and healthy food options. These are most common in low-income communities. The purpose of my article is to discuss food deserts in the city of Toronto and why they occur, in relation to the bigger issue of food insecurity. I apply themes of urban environmental justice to explain that there is a link between urban food deserts and low-income people of colour, which puts them at an increased risk for unhealthy diet choices. I used the York University library to access journal articles and other resources that gave me the insight to define food deserts, identify the location of convenience stores in Toronto, and relate this connection to low-income communities. I found that layering disadvantages such as low socioeconomic status, poor access to transportation, and distant proximity to supermarkets contribute to the making of food deserts and cause other complications such as a rise in diet-related diseases. I conclude by suggesting some solutions to food deserts/ food insecurity. These include: the use of community gardens throughout the city which in turn supports the local economy; food trucks that travel to low-income communities to provide healthy foods at a reduced cost; community fridges where residents support each other by putting fresh foods and produce into refrigerators (currently in 5 locations across the city). However, instead of applying “band-aid” solutions to food insecurity, in the larger scheme of things there is a need for fundamental structural changes to food policies in Canada that can change a neighbourhood’s food environment and provide healthy food options
