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Employment Status of Canadian University Students’ Association with Ability to Meet the 24-Hour Movement Guidelines
Get PDFIntroduction: Canadian 24-hour movement guidelines indicate thresholds for individuals to engage in specific amounts of moderate-to-vigorous intensity physical activity (MVPA), resistance training, sedentary time, screen time, and sleep time for overall health benefits. In university students, working a job may be required to offset the cost of attending university or as experience to help with career development. This may be a risk factor for students’ ability to meet activity guidelines. Purpose: The purpose of this study was to test the hypothesis that having a job impeded students’ ability to adhere to 24-hour movement guidelines. Methods: A nationwide sample of Canadian university students (n = 559, 420 females, 25.3±7.1 years, 343 undergraduates, 367 employed) completed an online survey. Results: Logistic regression models demonstrated that employment status was a negative predictor of adherence to MVPA guidelines (310 met MVPA guidelines, β=-0.41, p=0.04). In a covariate-adjusted model, students who reported having a job were 1.6 times less likely to meet MVPA guidelines (odds ratio = 0.62, 95% CI: 0.45-0.98, p=0.04). However, employment status was not an independent predictor of adherence to resistance training, sedentary time, screen time, or sleep time guidelines (all, p>0.29). Working a job may prevent students from engaging in regular aerobic exercise but is not associated with the frequency of resistance training or time spent sedentary, on screens, or sleeping. Conclusions: These findings underscore that lack of time due to competing demands as a student, including having a job, is a key barrier to MVPA. Health promoting strategies to integrate MVPA into a working student’s busy schedule must be explored
Philippe Vilain, à la recherche de l’amour perdu…
No full textThe narrator of Philippe Vilain\u27s novels is always either a passive loser of love, dispossessed of the being he loved, or an active loser: he ruins the romantic relationship that has been built. But what does he lose? Does he only lose the object of his love? Is he losing himself? Is it about losing a love to better find love again? to better find oneself? Or is it about finding something else and what? Towards what truth does this research lead, this quest, infinitely repeated, this attempt to exhaust this topos. Lost loves, like lost time, when they are rediscovered in the literary narrative, ultimately restore love to all its absoluteness, all its power and all its grandeur: love lost and found again is the foundation of Creation and Literature according to Philippe Vilain.Le narrateur des romans de Philippe Vilain est toujours soit un perdant passif de l’amour, dépossédé de l’être qu’il a aimé, soit un perdeur actif : il ruine la relation amoureuse qui s’est construite. Mais que perd-il ? Ne perd-il que l’objet de son amour ? Se perd-il lui même ? S’agit-il de perdre un amour pour mieux retrouver l’amour ? pour mieux se retrouver soi ? Ou s’agit-il de retrouver autre chose et quoi ? Vers quelle vérité conduit cette recherche, cette quête, infiniment recommencée, cette tentative d’épuisement de ce topos. Les amours perdues, comme le temps perdu, quand elles sont retrouvées dans la mise en récit littéraire, redonnent, finalement, à l’amour, tout son absolu, toute sa puissance et toute sa grandeur : l’amour perdu et retrouvé, c’est le fondement de la création et de la Littérature selon Philippe Vilain
Enhancing Experiential Learning Through Reflection and Accessibility: Lessons from the Empowering Rural Educators Program
No full textThis presentation will highlight the "Empowering Rural Educators" program at Acadia University\u27s School of Education, which focuses on supporting Bachelor of Education students through high-impact Work Integrated Learning experiences. The program, funded by CEWIL Canada’s iHub, integrates experiential learning with reflective practices while addressing the financial and logistical barriers that often prevent equitable access to these opportunities. By focusing on experiential learning and accessibility, this presentation aims to inspire educators, administrators, and WIL practitioners to rethink how they design, support, and fund experiential learning opportunities in higher education. The strategies shared will be relevant to those looking to foster inclusive, engaging, and meaningful learning experiences for their students.
Faculty, Student, and Gallery collaborations for enhanced classroom learning
No full textThe Acadia University Art Gallery, under the leadership of Dr. L. Dalton, provides students the opportunity to work with items from the gallery collection. This promotes object-based learning, an active learning technique which puts source material at the centre of the discussion. Such an approach makes galleries/museums excellent sites for Cooperative Learning and Project Based Learning (PBL) pedagogies. These principles were put in practice as students in Dr. J. MacDonald’s classes worked with items from The Bleakney Donation of brass rubbings. Dr. MacDonald will talk about developing students’ skills through multimodal assignments, share her work with various assignment types and will discuss the flexibility needed from instructors for successful PBL.Workshop participants will interact with objects from the Acadia University Art Gallery, ones chosen by Dr. Dalton to appeal to those teaching in various disciplines. Working in groups, participants will think about what can be learned from their objects and how they might include object-focused PBL in their courses
Carving in and "Carving Out" Space:: Gender in the Halifax Skateboarding Culture
Get PDFSkateboarding is a subculture with an ideology that counters normative authority and standards of masculinity. Yet, it continues to uphold persistent misogynistic perspectives and gender discrepancies in participation (Beal 1996; McCarthy 2022). Therefore, it is critical to understand the experiences of marginalized genders in the skateboarding subculture to discover how ideas of authenticity are formed and upheld in the skate subculture and how these standards impact skateboarders of marginalized genders. This qualitative study examines the unexplored skateboard subculture in Halifax, Nova Scotia through an analysis of its symbolic membership and physical and social space. This study identifies a disassociation from ‘typical’ masculinity and outwardly favourable attitudes towards gender diversity within the Halifax skateboard community; however, gender barriers remain within this still hyper-masculine setting disguised through support. Nevertheless, the historically resistant and rebellious attitudes that coincide with skateboarding may provide a space for female and non-binary skaters to counter subcultural and societal gender norms
Religion in a Time of Crisis: Pagan Experiences of Liminality and Communitas During the COVID-19 Pandemic in Calgary, Alberta
Get PDFThe COVID-19 pandemic disrupted social norms and positioned people within a prolonged space of liminality wherein individuals experienced danger, vulnerability, and freedom due to an existence without associated social rules or taboos. A liminal existence, in Victor Turner’s definition, means to be between social structure or to exist in a space of anti-structure—the middle stage of his explanation of the process of a religious/social rite of passage (1974). I argue that the COVID-19 pandemic represented an instance of Turner’s (1974; 1997) anti-structure and that the resulting sensation of crisis communitas was a form of healing for some religious practitioners and communities. To investigate this hypothesis, I worked with a group of Pagan women in Calgary, Alberta, to inquire about their perceived shifts in the self and their community during the pandemic. This research explores the social experience of the COVID-19 pandemic for religious communities—namely the associated danger within liminality; the stage where practitioners began to feel unsteady in their lack of structure and identity, and the lifting of the veil; where the sensation of communitas brought together the Pagan community to use magic and ritual as a form of healing during mass crisis.
 
The Benefits of Role-Playing Games
No full textRole-playing games can enable positive outcomes for teenagers beyond the fun and satisfaction of imagined worlds. This paper will briefly outline some of the ways in which table-top role-playing games can positively impact development and social wellness
Book Review: Saving Hamlet
No full textThis article is a review of Molly Booth’s Saving Hamlet, a book about a teen stage manager who ends up traveling back in time to the famous Globe Theatre of Shakespeare’s time
