StFX Scholar (St. Francis Xavier University)
Not a member yet
55051 research outputs found
Sort by
Pioneer Lodge, No 2, P.W.A
No full textA ledger of union dues paid by miners as members of the Provincial Workman's Association, Springhill, Nova Scotia
Painture : the temporal and emotional labor of stale bread in the French studio
Get PDFAccepted version.This article examines the temporal and emotional labor accomplished by stale bread in the French studio. A repository of the passage of time, which renders fresh bread stale in a matter of days, stale bread was emblematic of the domestic “oeconomy” of the early modern period. With the ability to sustain human life through periods of food scarcity, stale bread also constituted the “zero degree” of subsistence. Using artists’ manuals published in France during the late seventeenth and eighteenth centuries, this paper catalogues and analyzes the operations stale bread performed in the early modern French studio, where it found its way as a multivalent material capable of reversing time. By looking at the rhetoric that formed around stale bread’s ability to reverse mistakes and erase traces of material processes, this article reflects on the reassurance and emotional relief that it provided
La santé publique a la parole : les médias sociaux, qu’est-ce que c’est et comment peuvent-ils favoriser l’échange des connaissances sur les déterminants sociaux de la santé?
No full textCentre de collaboration nationale des déterminants de la santé. (2014). La santé publique a la parole : les médias sociaux, qu’est-ce que c’est et comment peuvent-ils favoriser l’échange des connaissances sur les déterminants sociaux de la santé? Antigonish (N.-É.) : Centre de collaboration nationale des déterminants de la santé, Université St. Francis Xavier
Beginning mathematics teachers’ perceptions of preparedness for an oecs teacher education program
Get PDFThe primary objective of this qualitative case study was to investigate the perceptions of elementary Beginning Mathematics Teachers (BMTs) regarding an OECS teacher education program. This exploration specifically focused on the impact of the program on their mathematics pedagogy and teaching practices, with an emphasis on their preparedness to teach in the practical context of Saint Vincent and the Grenadines. The study employed theoretical frameworks such as pedagogical content knowledge, signature pedagogies, and problem-based learning to interpret and understand the beliefs and practices of BMTs. Concentrating on the personal experiences of voluntarily participating Beginning Teachers (BTs) who completed the Division of Teacher Education program in St. Vincent and the Grenadines, the study utilized 18 semi-structured interviews, 27 classroom observations, 21 artifacts, and 27 BT reflections to gauge participants' perceptions based on their lived experiences. Through coding and analysis, the data were examined to comprehend participants' experiences. The study revealed that although beginning teachers (BTs) generally viewed their Teacher Education Program positively, they faced unanticipated challenges such as insufficient preparation for issues like resource scarcity, large class sizes, diverse student abilities, limited technology integration opportunities, and inevitable classroom management problems. Despite a 10-week teaching practicum, participants unanimously advocated for more microteaching activities integrated into all coursework to enhance their teaching skills. The recommendations for a more effective transition of BTs to full-time classroom teachers involve incorporating an internship period along with a mandatory induction program as they enter the teaching profession