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AccessAbility: an exploration of the perspectives of educators who use digital tools to support students' learning
Full text linkThis thesis explores the role of assistive technology in supporting Universal Design for Learning principles in K-12 education. The intersections of disability, advancements in technology and Universal Design for Learning served as a background and focus of this inquiry. The purpose of the study is to better understand the perspectives of educators who use digital technologies to support student learning. To investigate this, a narrative inquiry approach was used. Semi-structured interviews were conducted virtually with four educators who use technology to support students with exceptionalities, and work in K-12 publicly funded schools in Ontario. Central to each narrative were themes of the necessity of assistive technology in true inclusion and the implementation of Universal Design for Learning, an educator perception of assistive technology supporting transferrable skills and holistic growth for students supporting both academic and social well-being, and the importance of professional learning for educators. An unexpected finding was a central theme of perceived stigma for students with disabilities. These findings suggest that assistive technology is critical for student learning and that it is timely to consider the role of stigma in the experience of students with disabilities
Casual Sex and the Evolving Self: Exploring Undergraduate Self-Concept Development in Hookup Culture at StFX
No full textHookup culture has become an evident aspect of the undergraduate university experience. Whether students participate or not, it influences their social and personal development. The present study investigates how students’ participation intersects with students’ sense of self. Specifically, the study examines how fourth-year students reflect on their first-year experiences, and how contextual factors, such as a rural setting, impact their participation. Semi-structured qualitative interviews were conducted where participants (N=14) discussed topics from their perspective and experiences with hookup culture at university. A thematic analysis revealed that undergraduate students in a rural setting were often motivated in their first year to participate by external factors such as social pressure, conformity to gender norms, and peer expectations. By their fourth year, as students developed a stronger sense of self, participation was driven more by autonomy and self-pleasure. Some participants described participating less and admitted participating more in the first year, as they thought they had to participate to fit in
Letter from Donald McGregor to Malcolm MacGregor, June 4, 1817
No full textLetter from Donald McGregor to his uncle Malcolm MacGregor, discussing the welfare of his family in Killichonan. The high cost of rent and low cost of livestock are mentioned. Due to his destitution, Malcolm requests either financial assistance from his uncle, or for his uncle to make arrangements for his emigration to Nova Scotia. Living situations of various extended family members are also mentioned
Letter from Donald MGregor to Malcolm MacGregor, April 11th, 1809
No full textLetter from Donald MGregor to his uncle Malcolm MGregor discussing his debate of moving to Upper Canada. Donald also expresses his regret to hear about Malcolms mothers passing and provides details of the funeral arrangements
Letter to Malcolm MacGregor from a Friend in Crossmount, April 6, 1832
No full textLetter to Malcolm MacGregor from a Friend from Crossmount in Scotland, discussing the health of family. The author also apologizes to Malcolm for what he had written in the previous letter. He goes on to talk about the reform bill, what it means, and the effect on market prices (listed within the letter). Compliments to Malcolm and his family are also noted
Oncology self-management support education in a baccalaureate nursing program: An exploratory case study
Full text linkBackground: As the largest cancer care workforce, nurses are well situated through daily interactions to provide effective oncology self-management support to improve the quality of life and health outcomes for cancer survivors. Self-management support education for nurses is very limited, and international oncology nursing experts have implored an urgent need for research in baccalaureate nursing education to ensure nursing students have the requisite knowledge, skills, and competencies when entering the workforce to enable persons with cancer to better manage the effects of cancer as a chronic disease.
Aim: Grounded in Caring Theory, Self-Directed Adult Learning Theory, Social Cognitive Learning Theory, and guided by the Self- and Family Management Framework and the Competency Framework for Cancer Nurses Providing Self-Management Support, this study aimed to explore the extent and impact of oncology self-management support education being taught and learned in a baccalaureate nursing program.
Design: A qualitative exploratory case study was conducted at a baccalaureate nursing program.
Methods: Purposeful sampling technique recruited three faculty professors with teaching responsibilities, two nurse educators, and five fourth-year nursing students, for one-on-one semi-structured interviews. Additional data sources included documents (course syllabi, class lectures, textbook(s), readings) from four courses within the nursing program, and reflective journaling notes. Inductive thematic analysis was used to analyze the participant interview data to identify themes that represented the data and a deductive analysis approach was used to analyze the course documents.
Results: Three overarching data interpretations emerged from the study: 1. The inadequate curriculum coverage of critical performance criteria and requisite competencies to prepare nursing students to provide oncology self-management support. 2. The need for curriculum and instruction on cancer as a disease, cancer being considered a unique chronic illness, and self-management support for persons with cancer and 3. The need for the integration of oncology self-management support teaching and learning across all program areas (i.e. classroom curricula, lab simulations, and clinical preceptors).
Conclusion: This study makes a novel contribution by exploring oncology self-management support education in undergraduate nursing education. The study has shown that undergraduate nursing oncology self-management support education is insufficient and makes the following recommendations: 1. Integrate curriculum on cancer as a unique chronic disease. 2. Integrate self-management support performance criteria. 3. Integrate oncology self-management support and coaching curricula program. 4. Prepare academic educators in oncology. 5. Collaborate and coordinate oncology clinical preceptors and 6. Collaborate with nursing organizations to build oncology education capacity
Little movers : a case study on the physical activity opportunities for toddlers in Antigonish
No full textDuring early childhood, toddlers learn via movement, fostering developmental movement skills which has a positive effect on their health. Research has consistently shown that participation in physical activity during these critical years contributes to improved motor competence, cognitive development, emotional regulation, and long-term engagement in an active lifestyle. Despite the existence of national and global movement guidelines, evidence suggests that many toddlers are not meeting these recommendations in their home environments, underscoring the need for community-based physical activity opportunities. This study investigated physical activity opportunities in Antigonish Town and County to determine if they meet the needs for optimal physiological childhood growth and development in toddlers. Web-
based searches identified community programs, which were then analyzed based on their ability to promote fundamental movement skills and physical literacy (i.e., confidence, competence, knowledge and understanding of movement). The timing (i.e., month, day, time), potential barriers, and areas for improvement for the programs were examined to gain a more comprehensive understanding. Eleven programs were identified that offer a range of
opportunities that fit best practices for optimal childhood growth and development. While it was possible to establish availability, easily accessible information about these programs was limited. Improving online visibility is needed to build awareness and engagement in these programs to foster health-promoting movement experiences in toddlers
Learners in a Canadian Diagnostic-Focused Competency-Based Medical Education Program: A Qualitative Case Study
Full text linkThis dissertation explores the experiences of medical residents within a diagnostic-focused specialty, Pathology, who are undergoing training in a competency-based medical education (CBME) curriculum in Canada. Through an instrumental case study design, the research aims to provide a nuanced understanding of the learner experience in a mandated outcomes-based education (OBE) curriculum, with a particular focus on the implications for learner-centered education from an adult learning perspective. The study involved six participants across various stages of their residency - three in their first year, two in their third year, and one in their fourth year. Data collection methods included document analysis of relevant program and Royal College materials related to competence by design, a focus group, individual semi-structured interviews, and researcher journaling. The analysis revealed several key themes: the benefits of an outcomes-based approach, the identification of gaps between prior skills and mandated objectives, the balance between learner autonomy and the need for structured support, the critical role of community practice, and the importance of shared understanding between faculty and learners. The findings suggest that while CBME and OBE programs offer significant advantages in aligning educational outcomes with professional competencies, challenges remain in its implementation, particularly in ensuring that all stakeholders - learners and educators alike - share a common understanding of the curriculum’s goals and expectations. The study contributes to educational theory by reinforcing the importance of learner-centered approaches and the role of communities of practice in professional education. It also offers practical implications for enhancing the design and delivery of CBME programs, highlighting the need for tailored learning approaches, structured support mechanisms, and robust faculty development initiatives. This research adds to the existing literature, underscoring the complexity of transitioning to a CBME framework in medical education and calls for further exploration into the long-term impacts of this approach on both learners and educators. It affirms that OBE often presents as a reductionist approach to education, with mandated outcomes becoming a checklist for learners to complete. It does, however, also affirm that there is merit in learners having a roadmap to their educational program in the form of outcomes lists. The study challenges the concept of OBE in the form of CBME being a learner-centred approach to education and illuminates how the construct of a diagnostic-focused residency training program falls short in providing a holistic competency-focused curricula. The findings have broad relevance for the ongoing evolution of medical and professional education programs
Letter From John Menzies to John McGregor, June 3, 1805
No full textLetter from John Menzies to John McGregor informing John McGregor of the death of his brother, Robert McGregor. A State of Account, funeral charges, and the distribution of his deceased brothers belongings are discussed