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Do facial expressions of emotion modulate one's decision to engage in an object handover task?
No full textThis study investigated whether facial expressions of emotion influence willingness to
engage in a simple object handover task. Participants (N = 30) viewed images varying in emotion
(angry, happy, neutral, sad), sex (female and male), and race (Asian, Black, Hispanic, White), and
rated their willingness to engage based on an instructed prompt for the action (give, take) and
object (knife, spoon).
A repeated-measures ANOVA revealed significant main effects of Emotion F(3, 29) =
24.65, p < 0.001, ηp² = 0.46, Sex F(1, 29) = 11.45, p = 0.002, ηp² = 0.28, Race F(3, 29) = 5.74, p =
0.003, ηp² = 0.17, Action F(1, 29) = 8.88, p = 0.006, ηp² = 0.23, and Object F(1, 29) = 32.14, p <
0.001, ηp² = 0.53. Holm-corrected post hoc comparisons showed that angry faces received
significantly lower engagement ratings than all other emotional expressions (p < 0.001), and happy
faces were rated significantly higher than sad and neutral expressions (p < 0.01).
A significant Emotion X Action interaction, F(3, 87) = 3.64, p = 0.016, ηp² = 0.11, indicated
that giving actions paired with happy or neutral expressions were rated more positively than taking
actions (p < 0.05). The Emotion X Action X Object interaction was also significant F(3, 87) =
0.15, p < 0.001, ηp² = 0.01. Follow-up tests revealed highest engagement for the Happy Give Spoon
combination (p < 0.001), and lowest for Angry Take Knife (p < 0.001).
These findings suggest that facial expressions of emotion as well as social context modulate
one’s decisions to engage in a sociomotor task
Re-imagining Nunavut teacher education: A document analysis of Indigenous teacher education programs
No full textWithin Nunavut, the Nunavut Teacher Education Program has continually failed to sufficiently supply the territory with an adequate number of qualified Inuit teachers necessary to deliver quality Inuit education that is rooted in language and culture. For the Government of Nunavut to meet the demands of providing Inuit-led education, the program needs to be revamped. Over the past 50 years, the program has evolved from a colonial, southern-led teacher education program, to locally envisioned community-based programs and then back again to a more colonial program that aligns with southern partnerships. Each revamp seems to move the Nunavut Teacher Education Program further away from the decolonization process that needs to occur in order to ensure that its graduates have the necessary qualities and skills to create cultural sustainability within the territory. Keeping decolonising methodologies, such as tribal critical race theory and Inuit Qaujimajatuqangit, in mind I used document analysis to examine other Indigenous teacher education programs from Canada and around the world. Four Canadian and international Indigenous teacher education programs were examined based on pre-determined guiding questions to ascertain their ability to be transferred to Nunavut’s remote, northern setting. After examining these four programs, that were felt to be the most promising, I found that while each program has its own strengths, no one program seemed wholly transferable to the Nunavut context. In fact, for the Nunavut Teacher Education to move forward in creating a program that would increase Inuit teaching capacity within the territory, a combination of the strengths of these four programs would likely produce the best result
Used laptops for students : investigating the impact of inexpensive technology on student learning and attitudes
No full textAccess to technology is increasingly essential for university students, yet disparities in access persist. The new "Used Laptops for St.FX Students Program" was initiated to address this gap by selling used laptops to students at St. Francis Xavier University (St.FX) at low cost. This thesis will share the program’s development, the challenges encountered, and the insights gained, offering valuable understanding on the impact of this program on students and guidance for institutions looking to implement similar initiatives.
The program emerged from a collaboration between St.FX's IT Services and the St.FX Students’ Union. IT Services donated used laptops, which were then refurbished by the research team, and made available for purchase through the Students' Union convenience store. We anticipated that demand would outstrip supply. To address this issue, students applied to the program via an online form and the individuals who were selected to purchase a used laptop were chosen randomly. Those who were not selected were added to a waitlist group, and offered a laptop in the second distribution of laptops.
To date, the program has received 97 applications, each applicant was offered a laptop, and 69 laptops have been successfully distributed. The laptop deployments were completed at the beginning of each academic semester. Optional research surveys are administered at the start of the academic year and at the end of each semester to assess the program’s impact on financial stress, feelings of inclusion, well-being, and academic performance. Students not selected in the first semester distribution were placed on a wait list, enabling the research team to compare outcomes between groups using t-tests and mixed ANOVAs. Open text survey responses were analyzed using thematic analysis.
The quantitative analysis was underpowered, although statistical trends suggested self-confidence may have differed between groups. Qualitative findings included themes of finances, academics, ease of mind, and accessibility. Participants overwhelmingly reported that having a laptop was essential for completing coursework and staying organized. The low-cost nature of the program also helped alleviate financial concerns for many students.
Despite program implementation challenges, such as laptop repair issues and late advertising, the program has proven effective in making technology more accessible. It also provides a model for other institutions seeking to implement similar initiatives. Future research should focus on improving survey response rates and expanding the program's reach to better understand its broader impact on student success
Exploring the learning experiences and outcomes of healthcare providers who participated in the Canadian Advanced Learning in Bariatric Care (Calibre) course : a single exploratory case study
No full textObesity is a highly prevalent and complex chronic disease, yet healthcare providers often receive limited formal education on its causes, assessment, treatment, and broader contributing factors. There is a gap between evidence-based recommendations, such as those outlined in the Canadian Adult Obesity Clinical Practice Guidelines, and what occurs in practice, underscoring the importance of continuing professional education (CPE). While prior research suggests obesity-related CPE can improve provider knowledge and confidence, little is known about which pedagogical strategies best support meaningful learning in this field. This study explored the learning experiences and outcomes of healthcare providers who participated in Canadian Advanced Learning in Bariatric Care (Calibre), an online interdisciplinary CPE program that had not previously been evaluated. A qualitative case study design was used, drawing on five semi-structured interviews, course documents, and researcher field notes. Thematic analysis was used to identify key learning outcomes and effective pedagogical strategies in Calibre. Participants valued the interactive and engaging design of the program, which supported the integration of concepts into a cohesive whole, improved communication strategies, fostered a deeper understanding of patient needs, and created opportunities to reflect on aspects of care in ways that encouraged participants to question their own assumptions. Learning was described as gradual and at times integrated into practice in ways that were not immediately visible. These outcomes were shaped by course features, including the flexible multimodal designs, applied learning strategies, incorporation of patient voice, and opportunities for interprofessional learning. This study highlights pedagogical strategies that can strengthen obesity-related CPE by moving beyond knowledge transfer to foster reflection, practical application, and more patient-centered approaches to collaborative learning and care
Letter from Donald McGregor to Malcolm MacGregor, June 11, 1825
No full textLetter in which the author, Donald McGregor, explains to his uncle his increasingly difficult living situation, whereby he was able to make last year's rent but will struggle again after his current lease has expired. Donald requests news of other friends, Donald McKinzie and Donald Robertson, who have emigrated to Nova Scotia
Letter from Donald McGregor to Mr. Malcolm McGregor, June 10, 1808
No full textLetter to Mr. Malcolm McGregor from Donald McGregor discussing life updates about their family. Including recent deaths, family illnesses, money struggles, immigrating etc
The effect of warm falls on the development of an insect pest : diapause in the eastern spruce budworm (Choristoneura fumiferana)
No full textThe eastern spruce budworm (Lepidoptera: Tortricidae: Choristoneura fumiferana) overwinters as a second-instar larva. In early fall, larvae enter a dormant state known as diapause and remains dormant during winter. Yet we know little about the physiological processes governing their diapause development. Recent studies (Roe et al., 2024) suggest that temperature in early diapause affects the spruce budworm’s ability to complete diapause during winter. In this thesis, I tested the hypothesis that exposure to warmer temperatures in fall accelerates early diapause development. I predicted that developmental traits in early diapause would be differentially expressed between budworm exposed to cool or warm temperatures. To investigate the effects of temperature on early diapause, I exposed larvae to cool (10 °C) or warm (20 °C) temperatures for up to 10 weeks of fall conditions. Larvae were sampled at eight time points during these 10 weeks to measure gene expression (via transcriptomics) and survival (motility). Additionally, I performed a separate 17-day fall and 18-week winter simulation, to whether the hibernaculum—a silken, cocoon-like structure—affected budworm overwintering survival. Larval motility decreased over time, especially at warm temperatures or in the absence of the hibernaculum. Finally, I identified potential candidates for temperature-dependent gene expression during budworm diapause
Examining how chronic inflammation impacts colorectal cancer incidence in Atlantic Canada
No full textBackground: Colorectal cancer (CRC) is the third most common cancer in Canada. Incidence of
CRC in Canada is highest in the Atlantic provinces. This may be, in part, due to increased
exposure to risk factors and common genetic susceptibilities in the region. Atlantic Canada is
more ethnically homogenous than other parts of Canada, which may allow certain genetic
mutations to be more prevalent. Chronic inflammation is a risk factor for cancer. Therefore,
genetic variations in inflammatory pathways may be contributing to regional differences in CRC
risk, due to their role in tumour development.
Objectives: This study aims to examine the associations between single nucleotide
polymorphisms (SNPs) of inflammatory genes and CRC.
Methods: A case-control study was conducted using data from 2,500 participants from the
Atlantic PATH and BC Generations Project cohorts of CanPath. Multivariable logistic regression
was used to assess CRC risk among nearly 1,200 SNPs, while the Benjamini-Hochberg
procedure was applied to correct for multiple testing.
Results: 87 SNPs were found to be significantly associated with CRC and, after adjusting for the
false discovery rate, 4 remained significant. Three of the four significant SNPs also had allele
distributions that differed significantly by region.
Discussion: These findings suggest that SNPs may contribute to the elevated CRC incidence in
Atlantic Canada. Additionally, regional differences in allele distribution support the role of
genetic factors in shaping disease risk. Understanding these associations could help identify
populations with increased CRC risk and inform targeted prevention efforts in Atlantic Canada
Women Deans: Carving a Unique Path in Academic Medicine
Full text linkThe purpose of this hermeneutic phenomenological study is to identify and describe the essence of the lived experience of women deans in the leadership of academic medicine in Canada. The scholarly literature documents a multitude of complex career disadvantages that limit women physician’s ascension through the hierarchy of academic medicine. According to Robb (1999), it was not until 1999 that the first woman became dean of a Canadian medical school. There have only been eight women full deans of medicine in the 174 year history of medical schools in Canada (Tricco et al., 2021). At this current glacial pace it would take 50 years to reach gender parity among deans of medicine (Jacobson et al., 2021). Prior strategies to ameliorate the career trajectories for women in academic medicine have been deemed insufficient as the gender gap in senior leadership has persisted (Larson et al., 2019) despite decades of women comprising greater than 50% of medical school graduates. Eight women deans were selected via criterion-based purposeful sampling, followed by snowball sampling. Four were full dean and four were vice, assistant, or associate deans. Semi-structured, in-depth phenomenological interviews were conducted, digitally recorded, and transcribed verbatim. The data were analyzed using a phenomenological approach. Six themes were elucidated: authentic self, building a support team, sexism and the culture of medicine, woman dean as agent of change, becoming a dean and getting the job, and success on the job. The participants shared that they presented their authentic selves in all contexts while having a carefully cultivated team of supportive people in their lives. They were successful at walking the fine gender line and navigating a unique path through academic medicine. These features of their lived experience allowed the women to be an agent of change and to attain their decanal position while also being exceedingly successful in their role as dean
Exploring job characteristics of mental performance consultants in Canada
No full textApplied sport psychology (ASP) assists athletes in performing at an optimal level.
However, the field continues to face challenges related to regulation, funding, and professional
recognition. Previous research has shown that ASP professionals often receive limited
compensation, and until now, Canadian-specific data has been lacking. The present study aimed to
fill this gap by surveying 48 Certified Mental Performance Consultants (CMPCs) in Canada,
representing a 20% response rate. Participants completed an online survey assessing income,
employment settings, hours worked, and professional credentials. Most respondents worked in
academia and/or private practice, and nearly half (46%) also provided clinical or counselling
services. The average income from MPC-specific work was 112,731 CAD,
with MPC hours averaging 15 per week. These findings suggest that ASP work remains largely
part-time in Canada, though growth in hours and income may indicate slow but positive change.
Continued efforts are needed to improve job stability, increase recognition, and expand
employment opportunities for future practitioners