title: Functional Behaviour Assessment for a Student with Autism: Evaluation of a Training Program for Teachers and Education Program Assistants

subject:
Disabilities
Teachers
Training
Teachers’ assistants
Behavioral assessment
Evaluation
Nova Scotia
Education
Autistic children

abstract:
With the education system moving towards an inclusive learning environment,
more children with disabilities, including autism, have been included in regular education
classrooms and schools.  Autism is a neurodevelopmental disorder with significant
impairments in social interaction, communication, and the presence of restricted,
repetitive and stereotyped patterns of behaviour, interests, and activities.  This move,
while having positive results on the students, has caused some concerns around the best
practices for dealing with challenging behaviours in the classroom.  One method,
Functional Behaviour Assessment (FBA), has been widely recognized as a promising
practice for providing proactive interventions with students who exhibit challenging
behaviours. FBA has also been shown to be an effective method for linking assessment to
intervention.  This is an important tool when developing Behaviour Support Plans (BSP).
A Behaviour Support Plan is a written document that summarizes the information
obtained from the Functional Behavior Assessment and outlines the intervention plan.
As children with autism are at a particular risk for developing challenging and disruptive
behaviours that interfere with their educational progress, FBA is an effective tool for
developing Behaviour Support Plans that decrease challenging behaviours, while
increasing prosocial behaviours.  However, there are concerns regarding the use of FBA practices and procedures
within the school system.  These concerns include the amount of time needed to perform
a complex assessment and lack of training by those responsible for conducting the
assessment.  This study evaluated whether training school personnel in Functional
Behaviour Assessment would lead to the development of a Behaviour Support Plan,                                                                                which would decrease a student with autism’s challenging behaviour in the school
setting.  This study also demonstrated how FBA could be effectively implemented in the
school system by supporting school staff throughout the training, assessment, and
intervention stages. Three school personnel and one student with autism participated in this study.
School personnel received a six hour training session in FBA through verbal and written
instructions and case study examples.  During training, participants learned the
fundamentals about function-based behaviour support, how to conduct a Functional
Behaviour Assessment and how to build an effective and efficient Behaviour Support
Plan.  Once training had been completed, school personnel completed the FBA process
on a student with autism.  The assessment procedure involved collecting information
regarding two target behaviours through interviews and observations and then developing
a BSP based on the assessment information that was collected.
Observational information was collected after the BSP was implemented to
determine if it had an effect on the student’s behaviour.  While the two target behaviours
appeared to decrease after the BSP was implemented, the specific causes of these
reductions were unable to be drawn due to the possibility of other variables accounting
for the improved behaviour. Results of FBA training revealed that school personnel’s confidence level in their
ability to develop and implement FBA procedures had increased after training.
Discussion includes the potential benefits of training school staff to implement
Functional Behaviour Assessment procedures and the Behaviour Support Plans that are
directly linked to assessment information, limitations of this study, and directions for
future research in applied school practices.


title: Interprofessional Collaboration on School Teams

subject:
Special education
Special education (evaluation)
Individualized education programs
Children with disabilities
Interprofessional relations

abstract:
Teams that help develop programs and supports for children with exceptional
educational needs are required in some school boards in Canada and most school boards
in the U.S (Andrews & Lupart, 2000; Truscott, Cohen, Sams, Sanborn, & Frank, 2005).
Program Planning teams - or Prereferral Intervention Teams - often require a high degree
of cooperation among people who may have very different training and perspectives
(Hall, 2005; Jantsch, 1972). There is very little research on interprofessional
collaboration on school teams and most of the research is out-dated (Margison & Shore,
2009). On school teams and teams in healthcare, the following have been found to
influence the outcomes of interprofessional collaboration: communication, roles, status,
attitude towards collaboration, and professionals’ paradigms (Choi & Pak, 2007; Mostert,
1996). We need a better understanding of the influences on collaboration on school
teams. The purpose of this thesis is to explore team members’ perceptions of how they
work together on interprofessional school teams, as well as their perceptions of barriers
and facilitators to interprofessional collaboration.
Thirteen members of Program Planning Teams (PPTs) in a rural Nova Scotia
school board participated in this study. Participants were: two principals, two vice
principals, two classroom teachers, three resource teachers, two school psychologists, and
two speech-language pathologists. Qualitative methodology was used for the research
design and each participant completed a semi-structured interview. Grounded theory
methods were used to analyze the data.
Three themes emerged from the data. These were: taking on the role of ‘team
member,’ creating shared knowledge, and making decisions using shared knowledge. The
core concept identified was ‘transposing,’ a process by which team members transferred
and adapted their roles and knowledge held in the school to establish roles and
knowledge within the team. Taking on a team member role was influenced by one’s
attitude towards collaboration. Creating shared knowledge was influenced by
openness/reflectivity, the presence of a common goal, and communication. When
creating shared knowledge, differences in professional perspective or paradigm created
challenges. Decision-making using shared knowledge was influenced by factors
including: the composition of the team, role clarity, and workload. Together, these three
themes provide a way of conceptualizing how professionals worked together on the PPTs
under study.


title: Parent and Early Childhood Educators Role in Supporting Sleep Hygiene in  Preschool-Aged Children

format: Full-text application/pdf

subject: Sleep hygiene, child development, preschool-aged children

abstract: Research has indicated that achieving adequate sleep quality and duration is crucial for optimal growth and development of children and is a predictor of adult health and well-being. However, research on strategies to promote optimal health and development in children has largely ignored sleep quality and duration as an essential component. Research on early childhood day and night time sleep practices can add to the growing body of research on how sleep contributes to children’s health and well-being. Methods: Data was collected from seven parents and seven early childhood educators (ECEs) in Halifax using focus groups and phone interviews. This research provided an opportunity for parents and ECEs to share their unique experiences related to preschool-aged children’s sleep quality and duration. Results: Analysis of the transcripts followed a thematic analysis and resulted in a description of parent and ECEs experiences with and understanding of preschool-age children’s sleep quality and duration. Five themes were identified, including: 1) consistent and predictable rest time routines, 2) communication between home and child care, 3) balancing of values and beliefs, 4) the impact of sleep on children’s development, and 5) availability of professional development and workshops. Significance: This research contributes to the broader understanding of parent and ECEs perceptions of the relationship between sleep and preschool-aged children’s health and development and may provide guidance to future research and individuals directly connected to preschool-aged children such as policy makers, parents, and ECEs.


title: “I know something you don’t know”: Analysis of perceptions of Environmental,  Social and Governance (ESG) Reporting in the Canadian Oil and Gas Industry through signaling, dramaturgy, and reception theories

subject: Canadian oil and gas, reception theory, environmental social, and governance reporting

abstract:
Environmental, Social and Governance (ESG) Reporting in the Canadian Oil and Gas
Industry is a relatively new way of reporting Corporate Social Responsibility (CSR), with a key focus on appealing to investors. While there is a great deal of scholarly research on CSR and environmental and issues, there is very little qualitative data on public and industry perceptions of ESG reporting, particularly in the Canadian Oil and Gas Industry. The purpose of this research is to address this lack of qualitative data through interviews with industry personnel and non-industry publics about their perceptions of ESG reporting and to understand how these actors perceive ESG communications. Interviews took place in early 2021, during COVID-19 lockdowns and depressed market conditions for Canada’s Oil and Gas Industry. Data was collected using grounded theory and is analyzed using my “I know something you don’t know” (IKSYDK) framework that is based on signaling theory (Spence, 2002), dramaturgical theory (Goffman, 1956), and reception theory (Hall, 1973). Although these interviews represent a snapshot in time, the data revealed conflicting views on the Oil and Gas Industry’s perception of public opinion, insights on how social media can be used to communicate ESG effectively, and unilateral agreement that ESG reporting is incomplete for picking and choosing only the good data and not sharing the bad. Interviewees also concurred that – due to the undeniable threat of climate change caused by fossil fuels – the Oil and Gas Industry is in sunset, and that ESG reporting can provide valued accountability if created more inclusively for investor and non-investor audiences.


title: Experiences of Taiwanese Parents of Children with Autism – Disabilities

subject: Autism, disability. Taiwan,

abstract:
There has been a growing awareness and discourse on the nature, causes, and interventions of autism. However, few studies have been undertaken to discuss the socio-cultural factor which accounts for the varied perspectives in interpreting and characterizing this disability. This qualitative research study is designed to understand the perspectives, experiences, and practices of parents raising a child with autism in Taiwan. The meaning of the experiences which parents and the child live are said to be constructed under the dominant socio-cultural views of autism and disability. Thus, the present study attempts to gain insights into the phenomenon in which parents and the child negotiate their experiences within their socially constructed reality. Indepth, semi-structured interviews were conducted with 10 parents of school-aged children with autism in Kaohsiung City, Taiwan. Participants were recruited using snowball sampling to build trust with the researcher and the study, and to secure participants’ privacy and confidentiality. The parents’ demographic information and the interview data were collected and analyzed. A
constant comparative method based on the grounded theory approach was adopted to analyze the interview transcripts. Analysis of the interview data revealed three themes: the meanings of autism, family as the base of support, and the child developing into a relatively autonomous person. Results indicate that the Taiwanese parents drew on the knowledge and experience acquired from both medical and educational sources to treat, to educate, and to place their child with autism in anticipating the child would develop relative independence when reaching adulthood, particularly, in response to the expectations of their extended family and the society. They also utilized social supports to improve the well-being and situations of their families in confronting conventional conceptions of disability, especially when regarding the moral value associated with having a child with a disability. Two central themes emerged from the findings:

a) a lack of social awareness of autism, and b) a lack of support resources for the placement of adults with disabilities. These themes were important aspects of the lived experiences of families of children with autism in Taiwan.


title: Influence of Spokes-characters on Children’s Perceived Healthiness of Breakfast Cereals

subject: Children nutrition, spokes-character advertising, food marketing,


title: Educational Experiences of Immigrant Women of Racial Minority Gronps in the Nova Scotian Post-Secondary Contexts

subject:
Immigrant women’s experiences
Feminist Theory
Racial Minority Groups
Nova Scotian Education System

abstract:
My research study is an inquiry about a group of immigrant women’s experiences within the Nova Scotian education system. I interviewed immigrant women from Asia, Africa, and the Middle East. The data collection stages of the research involved conducting semi-structured interviews with five immigrant women from racial minority groups. My thesis research is concerned with highlighting the experiences and challenges facing immigrant women of racial minority groups within the Nova Scotian academic system as they progress through their postsecondary educational journey. The women I interviewed do not have English as their first language; they ail immigrated to
Canada within the past five years, and they ail currently enrolled in university.
My research begins by focusing on the literature that discusses the state of gender equity, particularly in the education system. I discuss the literature that highlights the barriers that are specific to women in general, and I relate this exploration to the experiences of women from racial minority groups. I also concentrate on the problems confronting immigrant women from racial minority groups who are enrolled in a postsecondary educational institution. Where I was able, I drew connections between my participants’ experiences in education and the similar problems facing women from various other minority groups which I found in the literature. In addition to the interviews with the research participants, I also drew on my personal experiences as an immigrant woman to discuss related issues.
The critical backdrop of my thesis is feminist theory “[f]eminism is a belief that women and men are inherently of equal worth. Because most societies privilege men as a group, social movements are necessary to achieve equality between women and men, with the understanding that gender always intersects with other social hierarchies”
(Freedman, 2002, p.7). My study also examines life events and the difficulties faced by women of racial minority groups who immigrated to Canada. For many immigrants attempting to resettle in a foreign country often involve certain challenges such as language acquisition, learning a foreign curriculum and educational strategies, resettlement processes, and culture shock. (Leslau, Krausz & Nussbaum, 1995). At the same time, adult education is concerned with social change and empowerment of learners and is therefore critical for immigrant adult learners. Part of empowering immigrants means encouraging their involvement in educational programs, since some of the formal and non-formal educational programs and sites are often act as places for immigrant students to learn not only the theoretical frameworks of a subject, but also to gain valuable information about many aspects concerning their new country. It is highly important to research some of these immigrants’ feelings and needs. My findings reinforce the importance that adult educators deal with minorities in the classrooms in a way that includes them in the teaching and learning environment.


title: A Comparative Analysis of Provincial Ministry Regulations on the Roles and Services Provided by Itinerant Teachers of Deaf and Hard of Hearing Students

subject: Provincial Ministry regulations, education, deaf, hard of hearing

abstract: With the advent of universal newborn hearing screening, the advancement of technology and amplification systems, particularly with the development of the cochlear implant, as well as other developments in the outlook on education as a whole, deaf education has changed dramatically over the past fifty years. As a result of these changes, deaf and hard of hearing students are now integrated in mainstream school settings and supported by specialized teachers known as itinerant teachers. The research presented here focuses on identifying current best practices for the roles and responsibilities of an itinerant teacher of deaf and hard of hearing students and how these compare with provincial ministry legislation. Four documents from the ministries of Education of British Columbia, Alberta, Manitoba, and the Atlantic Provinces Special Education Authority are analyzed using a qualitative content analysis (QCA) method. The documents are coded under six main categories: work with students, work with regular class teachers and other school personnel, work with parents, planning, assessment, and record keeping, coordination, liaison, meetings, and scheduling tasks and technical support. Major themes that emerge are: the availability (or lack thereof) of provincial documents, clearly outlined roles of the itinerant teacher, and acceptable terminology used throughout the documents.


title: In the Spirit of Inclusive Reflection: Reflections of a Cultural Expeditionist

subject:
Arts-informed research
Sufism
Peh’chaan

abstract:
My work is an authorial experiment, a dialogic and integrative engagement with Inquiry. As both the participant and the researcher, I mine my Sufi and South Asian worldviews, heritages, and lived experiences to un/re/dis/cover their influence on my perspectives and practices of pluralism and inclusion in Canadian contexts. I define and apply a culturally-reflective framework for my particular approach to lifelong learning. I interpret the wisdom of peh'chaan, an Urdu word for a cultural way of being, of bringing together and observing (inter)connections, into a practice of inquiry.
I employ peh’chaan to create a research space where traditional wisdoms blend with contemporary ones, cultural voices mix with scholarly ones and where arts practices (e)merge as representations of (inter)connection. I bring together these elements to present a layered work of intention and meaning in a cohesive whole. In combination, the elements speak to many contexts in which peoples and perspectives can become under- or misrepresented when othering practices become normalized in institutions and in daily life. I employ peh’chaan as a practice of resilience, solidarity, and hope. I create narratives of four fictional female characters. Their stories reflect how they negotiate themes of identity, culture, and belonging in their everyday lives and how it becomes necessary to develop—sometimes creative—ways to address the gaps as they encounter them.
I liken my research to a type of cultural expedition and/or a journey of exploration, where research, reflection, experience, negotiation, and experimentation occur simultaneously.


title: Two-spirits: Conceptualization in a L’nuwey Worldview

subject: Two-spirit, Indigenous peoples, LGBTQ, Mi'kmaw culture

abstract:
The term two-spirit is a social marker used by Indigenous people who are LGBTQ in North
America. The term gives a sense of unity among Indigenous people because of its commonality in socio-cultural, historical and spiritual contexts about their gender, sexuality and identity in general. In Nova Scotia, the term is common in mainstream and its use is becoming more accepted in our Mi’kmaw communities. In an era of Truth and Reconciliation and the everincreasing movements of self-determination and decolonization of systemic homophobia and heterosexism, our Mi’kmaw youth question how the concept of two-spirit is interpreted within our culture. Findings show that there is no documented evidence of ancestral knowledge, teachings, or ceremonies with what we now know as two-spirit identity, before the arrival of Europeans in Mi’kma’ki. Cultural and academic interest to research two-spirit identity and how it relates to Mi’kmaw culture is important especially for Mi’kmaw youth who are barraged with cultural erosion and loss of cultural identity. Conceptualization of two-spirits is possible by analyzing how gender, sexuality and identity are contextualized using Indigenous epistemology or L’nuwey worldview in a contemporary setting. The findings confirm that understanding how gender identity and sexuality can be contextualized in a cultural context through oral tradition, such as a personal narrative, is a source of empowerment and cultural continuity. For Mi’kmaq who identify as two-spirit or with other social markers used in English, the result is always the same: we are still L’nu


title: Residential Youth Care Workers’ Perceptions of Self-Harm and Interventions

subject:
Limited training in self-harm
Self-harm
Qualitative Research
Youth

abstract:
This qualitative research examined the perceptions of eight youth care workers
regarding self-harm in youth. The types of self-harm encountered, the differences in self-
harm between typically developing youth and youth with disabilities, and effective
interventions in dealing with self-harm were addressed. The progression of youth care
workers and their understanding and treatment of youth who self-harm were also
examined.
The types of self-harm found in the research included compulsive self-injurious
behaviour, stereotypic self-injurious behaviour, and impulsive self-injurious behaviour.
Three forms of self-harm emerged that were difficult to classify as they had not been
previously discussed in the literature; 1) tattooing, 2) cutting off oxygen with a belt
(strangulation), and 3) placing fingers in the wheels of a wheelchair (breaking bones).
Low self-esteem, emotional pain, sadness, and inner turmoil were identified as
characteristics common to both youth with disabilities and those who are typically
developing. Behavioural disorders were also identified for both groups of youth.
Differences between youth who self-harm according to whether they are typically
developing or have special needs were as follows. Typically developing youth were
perceived to have psychological disorders, while youth with special needs were believed
to have cognitive disorders. The participants perceived the actual disability to be the root
cause of self-harm for the youth with special needs. Hypersensitivity to the environment,
limited verbal skills with a concomitant inability to express themselves, loneliness, and
craving attention were also attributed to youth with disabilities. In contrast, typically
developing youth were perceived as engaging in self-harm due to a specific intent or explicit purpose. This purpose was to release stress, and to replace their emotional stress
by acute pain. Typically developing youth were also perceived as engaging in self-harm
for acute attention seeking.
The youth care workers reported a number of supportive interventions that they
used with youth who self-harm. These included medication supplemented by emotional
support, using “safe areas”, taking away objects used in self-harm, confidence boosting,
and positive reinforcement. Verbal redirection and extensive discussion regarding self-
harm were found to be effective with typically developing youth, while physical
redirection was used more extensively for youth with special needs.
Youth care workers had received limited training in self-harm prior to their
employment. They described the dichotomous feelings of being intrigued and shocked,
while also having feelings of sadness and pity, when they first encountered self-harm.
Due to both their lack of training in self-harm and lack of agency policy, the participants
felt confusion and uncertainty in how to deal with self-harm.
Findings from this research are discussed within the context of confusion and
uncertainty of youth care workers in understanding self-harm, interventions found to be
effective in dealing with self-harm and the need for training and professional
development on self-harm for youth care workers.


title: Voices: Heard. Silenced. Ignored. The Voices of Intimate Partner Violence against Affluent Women

subject: Intimate partner violence, affluent women, women

abstract:
Intimate partner violence (IPV) against women is a form of oppression that has received a great deal of interest and attention from feminists and other advocates for women’s health and well-being. While IPV has been acknowledged as having the potential to occur at every income level, there is very little research dedicated to studying IPV against affluent women, which is the focus of this study. The researcher employed arts-based research methods, specifically autoethnography and constructivist grounded theory, to conduct and analyze semi-structured interviews with nine women from middle to upper-middle class households (five were one-on-one conducted by the researcher, three used author interviews through autobiography, and in one, the researcher herself was interviewed). Focused codes were clustered into themes, each of which became a scene in the findings in the form of an auto/ethnodrama script.
Findings identified three dimensions of the experience of IPV against affluent women: Who I Was, Who I Became, and Who I Am Now. Who I Was represents the life transition or vulnerable state the women were in when they met their partner as they describe themselves as “needy”, “vulnerable”, “lonely” and/or “alone”; Who I Became represents how the abuse impacted them as they describe themselves as “numb”, “weak”, “powerless” and “little”; and Who I Am Now is a celebration of the strength the women have embraced, despite the intensity of the physical violence they endured, after leaving their abusive partner as they experience themselves as “stronger”, “more confident”, “powerful” and “More Me”. These dimensions represent the thematic categories that emerged through constructivist grounded theory coding and analysis of interviews. Each dimension expresses the common words, phrases, and stories the women shared during their interviews. In addition, findings uncovered experiences that are unique to this socio-economic group, such as the lack of the traditional cycle of violence, lack of formal support systems, including transition houses, and little or no experience of IPV prior to the relationship. The third dimension, Who I Became, invites further study exploration, as the participants described themselves as stronger and more confident following their experience, even though most did not seek help through formal support groups. This, in itself, is contrary to current literature the researcher found on the recovery process from trauma. These results could inform new information on recovering from forms of trauma, such as IPV, and guide support services specific to women of affluence.


title: Perspectives of an Individual with Learning Disabilities on Attributes that Enable Success

subject:
Learning disabilities
Enable Success
Life experiences
Service providers

abstract: This study utilized a qualitative approach to explore the perceptions of an individual with learning disabilities on the attributes that enabled life success. Specific attributes (i.e. self-awareness, proactivity, perseverance, goal-setting, use of effective support systems, emotional coping strategies, self-determination, self-efficacy, resiliency, and a balance of creative, analytical and pragmatic intelligence) were highlighted and explored to determine their existence and effect on life success. The life experiences and perspectives of a person with learning disabilities were gained through an interview process. Data collected during this process was analyzed in hopes of rendering commonalities between attributes possessed by the participant that seemingly encouraged success and attributes commonly described in the literature. Results indicated that the participant utilized a number of the noted attributes, but in a pattern that was unique to him. Themes emerged from the data that have implications for service providers, teachers, and the parents of the learning disabled. An example of such is the need to support and encourage the maximization of individual strengths within the learning disabled individual. Understanding the unique profiles of such individuals enables service providers to assist them on their road to success.


title: The effect of milk protein fractions on short-term blood glucose control in rats

subject:
Whey protein
Insulin
Glycomacropeptide
β-Lactoglobulin
α-Lactalbumin
Rats
Nutrition
Blood glucose

abstract:
The ingestion of whey protein (WP) leads to the reduction of postprandial blood glucose (BG)
response paralleled with an increased level of insulin. However, the role of individual WP
fractions: glycomacropeptide (GMP), β-Lactoglobulin (β-LG), and α-Lactalbumin (α-LA) remain
unclear. The objective of this study was to investigate the effect of WP, GMP, β-LG, and α-LA on
BG and insulin response in rats. We hypothesized that due to the difference in their amino acid
profile the effect of WP fractions on short-term BG control may differ. Methods: A randomized
repeated measures study was conducted in rats fitted with jugular vein catheters and vascular
access buttons (VAB). Nine male 10-week-old 275-300g Wistar Han rats were gavaged 350mg
(allometrically scaled from a human dosage of 10g) of either intact WP, GMP, β-LG, α-LA, or a
glucose control dissolved in 3ml of water after being fasted for 6h during daylight. The use of a
VAB allowed for the same rat to receive all five treatments in a random order, with a 48h
washout period between treatments. Blood was collected at 0, 15, and 30 min for insulin, and
at 0, 15, 30, 60, 90, and 120 min for glucose. Whole blood was analyzed for glucose using a
HemoCue 201 Glucose Analyzer, and plasma was analyzed for insulin using a wide range ELISA.
The data were tested for normality and analyzed using Two-Way Repeated Measures ANOVA
for the effect of time, treatment, and a treatment by time interaction. The data for the area
under the curve (AUC) for 2h BG and 30 min insulin were analyzed with One-Way Repeated
Measures ANOVA. The differences between the treatments were assessed with Tukey-Kramer
post hoc test. Results: There was an effect of treatment (P<0.0001), time (P<0.0001) and a
treatment by time interaction (P<0.0001) over 120 min on BG response. Whey protein, GMP, β-
LG, and α-LA resulted in significantly lower BG compared to glucose treatment at 15 and 30 min
(P<0.05). Blood glucose AUC over 120 min was lower for WP, GMP, and α-LA compared to
glucose treatment (P<0.05). There was an effect of treatment (P=0.02), time (P<0.0001) and a
treatment by time interaction (P=0.0002) on insulin response over 30 min. Glycomacropeptide
had a lower insulin response at 15 min compared to glucose and β-LG (P<0.05). Insulin AUC
over 30 min was lower for GMP and α-LA compared to the glucose treatment (P=0.003).
Conclusion: At the dose of 350mg WP, GMP, β-LG, and α-LA attenuated BG response at 15 and
30 min, while only WP, GMP, and α-LA attenuated AUC over 120 min compared to the glucose
control. GMP attenuated insulin response at 15 min compared to β-LG and the glucose control,
and GMP and α-LA attenuated AUC over 30 min compared to the glucose control. This data
suggest that WP fractions possess unique properties not observed in WP.

abstract: Supported by the Natural Sciences and Engineering Research Council of Canada.


title: Media Narratives of Women Impacted by ISIS' Terror: Passive Victims "And/Or" Active Agents of Terror

subject: ISIS, media narratives, terrorism

abstract:
The environments of war and terror has a direct effect on gender roles and their
representation. ISIS, as a global Salafi jihadist movement, is just one of the groups who force their morality upon women’s bodies with specific rules. I am one of the journalists who listened to women’s experiences of ISIS terror, and through my work I have told the stories of Avesta and Murad, two women who have fought ISIS terror physically, mentally and emotionally. This thesis examines media narratives of women impacted by ISIS terror from three different media angles. It utilizes a feminist-informed Arts-Based Research Method including narrative and visual analyses. The first media perspective is from my own published news articles to explain my narrative about the terrorist organization and women. The second view comes from ISIS’ narratives about women from their own magazine, Dabiq. The last narrative examines comes from published international media content about women as ‘heroines’. The main research question in this thesis is ‘what narratives does the media tell about women impacted by ISIS’ terror? and all narratives are analyzed through visual and textual materials from these selected news articles with
this question. These three media approaches (my own perspective, ISIS’ perspective and selected international news perspective) construct narratives of ‘heroes/heroines’, ‘villains’, ‘victims’ and ‘helpers’ under ISIS terror. This thesis highlights multiple narratives that exist about women impacted by ISIS’ terror, including my personal narrative as a female reporter.


title: Start With the Child Developing Potential in Education

subject:
Public School Program
school system
Nova Scotia

abstract:
The Nova Scotian Public School Program has identified the development o f individual
potential as essential to their primary mandate. From personal classroom experience, I
have found a considerable lack of attention to the needs and learning styles o f many
students, leaving them without the tools to uncover or capitalize on their particular
potential or strengths. To discover how schools have ended up with a narrow view of
student potential, I have researched the evolution of schools in Canada, a system that
grew alongside a new and developing country. I also examine some of the
individualities students are bringing to the classroom and what potentials are being
overlooked. This thesis investigates systemic production and reproduction of racial,
gender, ability, and class-based inequities through an education process that has seen
little change since its inception over one hundred years ago. I conclude by discussing
some of the changes that our school system must consider in order to meet the needs of
all students’ potential.
Reproduced


title: Prosocial Resource Allocation and Generosity in Preschool Children

subject: Prosocial resource allocation, generosity, children

abstract:
This thesis provides a comprehensive review of the literature surrounding preschool
children’s prosocial resource allocation and generosity. It was hypothesized that affective
experience, perspective-taking, affiliation, competition, social comparison and relative wealth are some of the influences that impact children’s decision-making in regard to sharing and generosity. The purpose was to find the most appropriate parenting and teaching styles that can influence preschool children’s prosocial development in a positive way, and shed light on some of the influences that can be altered to promote prosocial behavior in preschool children.

Based on the literature reviewed, it was indicated that children who can sympathize or
empathize with others and capable of taking other’s emotions into consideration with high
perspective-taking and theory of mind abilities are more prone to share and act generously. Children are more inclined to share with friends, familiar others, and members of their in-group rather than their out-group or strangers. Children also share more in collaborative settings with collaborators and with those who have similar or shared interests with them, even if recipients are out-group members or strangers. Children are less likely to share and act generously in competitive settings that provoke social comparison or a sense of envy, and with those who they perceive to have more material wealth than they do.

It is recommended that parents and day care professionals encourage children to
empathize and sympathize with others and take others emotion and perspectives into account through role-play and pretend play activities. It is also helpful to ask children to talk about or to identify any similarities or shared interests that they might have in relation to an out-group member or an unfamiliar other. Finally, it is important to provide collaborative settings rather than competitive settings in preschool children’s day-to-day activities.


title: Women-Centred Sensitive Practice Guidelines for Weight Issues: A Proactive Primary Prevention Approach

subject: Weight preoccupation, body dissatisfaction, health care professionals

abstract:
W eight preoccupation and body dissatisfaction affect the majority of Canadian
women and can foster behaviours that adversely affect their well-being. Rather than
understanding these attitudes and behaviours as the problem s o f individuals, socio-cultural, models argue that the environments in which w e live influence these experiences. The cultural institution of Western medicine has been named as one socio-cultural contributor to the idealization o f thinness and weight discrimination. The purpose of this research is to highlight how the behaviours o f health care professionals influence women’s sense of body satisfaction and weight preoccupation as well as their health care access and health outcomes. This study critically examines the discursive patterns in fifteen women’s stories of weight-related discussions with health care professionals, and presents an alternative model for clinical care (“sensitive practice guidelines”) that responds to concerns articulated by the ‘health at every size’ approach and by broader critiques o f the culture of medicine.


title: Young adults' perceptions of their school years: Gaining insights into the complexities of identified factors related to future academic choices

subject:
Youth education
Post-secondary education
Educational Choices

abstract:
The process of completing high school or its, alternative dropping out, is impacted by a variety of factors that could be a part of an individual’s psychological processes, psychosocial influences, or both. The outcome of these two processes can affect a person’s academic, personal, and professional lives and ultimately the transition to adulthood which can impact later productivity (Pagani et al., 2008). Lucio, Hunt, and Bornovalova (2011) believe that educational achievement is a consequence of multi-dimensional interacting variables including family, community, school, peers, and the individuals themselves. This creates a complicated web of interconnecting and overlapping variables that have been directly and indirectly associated with academic success and failure. Those variables, which have been connected to educational outcomes, have been explored through many studies that have used a quantitative approach but there are limited studies that have explored them through individuals’ perceptions of school experience. Therefore, there is a need in the literature to gain insights into individuals’ perceptions of their schooling experience. The purpose of this study is to gain insights into the lived experiences of youth who have completed high school but did not pursue a post-secondary education. This study explored the perceptions of youth who did not pursue or did not complete post-secondary education. This qualitative approach values the lived experiences of youth and gives recognition to their voices. It is hoped that this research will help to expand knowledge and understanding of issues that influence educational decisions on the part of students, and could ultimately contribute to the improvement of services that which a teacher, school psychologist, guidance counsellor, and other professionals can plan for and provide.
Participants in this study were four young adults from a rural area in eastern Canada: two males and two females ranging from 19 to 23 years of age. Qualitative methodology was used for the research design and each participant completed a semi-structured interview. Grounded theory methods were used to analyze the data.
Four themes emerged from the data. These themes were: individual factors, made up of values, attitudes and student engagement; support factors, indicated by parental and teacher support; contextual factors influenced by academic and social organization; and decisions and reflections, constituted by the concepts of familiarity and reflection. These four themes provide a way of conceptualizing how young adults perceive their time in schools and how those perceptions may influence future academic decisions.


title: Nova Scotia Provincial School Boards and Effective Structures and Supports for Race Relations, Cross Cultural Understanding and Human Rights Policy Implementation: The Nuanced Dance

subject:
African Nova Scotians
African Nova Scotians - Education
Nova Scotia - School boards

abstract:
The establishment and implementation of policies designed to address the
inequities faced by marginalized people are first and foremost meant to meet the needs of those communities and the broader community. While many who lead policy
implementation are representative of racial diversity, they often lack autonomy and real access to positional power. In this study I address this research question: What structures and supports are in place for Black/African Nova Scotian/Canadian women in leadership positions at provincial and school board levels to sustain their work in race relations, cross cultural understanding and human rights policy implementation. I explore the structure and supports needed and available to support them and their work in regard to the implementation of race relations, cross cultural understanding and human rights policies. Through the research Black/African Nova Scotian/Canadian women, henceforth, referred to as Black Nova Scotian women are able to tell their stories and provide advice to leadership at the school board level as to what is needed to effectively champion the
work of policy implementation that is guided by Black/African Nova Scotian/ Canadian
women.


title: Children’s Shared Understanding of Media Marketing

subject: Media literacy, media marketing, education, psychology, digital economy

abstract:
Through an examination of the contextual relationship between theory of mind and media
literacy, this exploratory research study contributes to the fields of both education and
psychology, as well as the broader digital economy, in its production of knowledge about
children’s understanding and for their well-being. “Children think differently from adults and
there are qualitative differences in the way children of different ages understand the world
around them” (Greig & Taylor, 1991, p. 31)—a world, today, that greatly encompasses media. In Western societies, where contemporary digital and electronic media forms and the marketing messages they disseminate are primary social and cultural influences, it is crucial that parents and educators have a solid understanding of children’s developmental ability to interpret and engage critically with media forms. Theory of mind is the ability to understand the mental states and intentions of others and ourselves (Premack & Woodruff, 1978; Doherty, 2009; Astington & Edward, 2010; Miller, 2012). If we consider that the development of a mature theory of mind enables individuals to explain, predict, and manage others’ behaviours and is considered to be an integral component for developing the ability to reason logically and abstractly (Frye & Moore, 1991), it seems both logical and plausible to consider it in relation to the necessary skills for thinking critically about media.


title: Understanding the Factors Influencing Career Decisions of Chinese Dietetic Students

subject:
Chinese Dietetic Students
Dietetic Programs
Dietetic education

abstract:
The Canadian population has become more ethnically and culturally diverse. The need for ethnic
and cultural diversity within the dietetics profession is paramount to improve dietetic practice.
Limited research has been conducted to determine the reasons for visible minorities’ low
representation in the dietetic field. In addition, there has been little research exploring academic
experiences of Chinese dietetic students in Canada. The purpose of this study was twofold:
Firstly, to explore the career selection factors and experiences of Chinese dietetic students;
secondly, to examine the impact of these factors and experiences in order to provide a better
understanding of Chinese students’ experiences thus providing a basis upon which barriers and
challenges to entry into the profession of dietetics could be addressed. The study employed a
mixed method research approach. Critical theory and Social Cognitive Career Theory formed the
theoretical framework. The data set were made up of secondary data collected as part of a larger
study (Lordly, 2008) and personal experiences of the researcher through autoethnography, which
provided further insight and richness to the analysis. The sample consisted of 41 Chinese dietetic
students from seven university dietetic programs across Canada who completed an in-class or
online survey. This study provided findings on the career perceptions of Chinese dietetic students
and insights into their academic experiences as well as factors leading them to choose dietetic as
a profession. Analysis revealed that family, culture, ethnicity, gender, intrapersonal factors and
career opportunities influence Chinese students’ career decisions. Family, Chinese culture and
career interest were the most salient influences. The dietetics profession can reevaluate
recruitment strategies and promote visible minority groups as important members of the
Association. Dietetic educators need to be aware and find ways to acknowledge and address the
challenges that culturally diverse students’ experiences.


title: A Discipline in Transition: Trans Inclusion in Gender and Women's Studies in Canada

subject: Women college teachers -- Canada -- Attitudes

subject: Gender identity

subject: Transsexualism

subject: Transgenderism

abstract:
Gender and Women's Studies in Canada has always been a discipline in transition,

with trans inclusion being the most recent development to the field. As both a Gender and

Women's Studies student and a trans man, I explored the possibilities of trans inclusion

from a positive framework within the discipline. Six faculty members in Gender and

Women's Studies in Canada were interviewed on the topic of trans inclusion in their

discipline. This research explored the reasons why trans topics and theories were included

in Gender and Women's Studies, how they were included and reactions from fellow

colleagues, students and administration. Findings of this research support my personal

experiences of encountering resistance to trans inclusion within Gender and Women's

Studies. However, all of the faculty interviewed reported much optimism for the future of

trans inclusion within Gender and Women's Studies in Canada and for the possibilities of

a transfeminism.


title: Peer-Mediated Pivotal Response Treatment for Young Children with Autism Spectrum Disorder: Evaluating a Train-the-Trainer Process

subject: Autism spectrum disorder, peer-mediated interventions, pivotal response treatment

abstract:
Children with Autism Spectrum Disorder (ASD) are known to have difficulties with
social communication. These difficulties often become more evident entering school.
Peer-mediated (PM) interventions that are developed from Pivotal Response Treatment
(PRT) are an effective way of teaching children with ASD these skills, as they are able to
learn from peers in a natural environment. Implementation of PM-PRT interventions can
be difficult at times, often as a result of low feasibility in schools. The current study
evaluated a Train-the-Trainer (TTT) model by training educators, specifically Learning
Centre Teachers, to implement an evidence-based PM-PRT intervention. Three educator trainers were trained in PM-PRT strategies, which they then taught to three typically developing children, known as peer coaches. Once peer coaches were taught the
strategies, each interacted with a classmate with ASD, initially being prompted by the
educator-trainer. Educator-trainer participants were provided with both in vivo and
written feedback by research staff throughout their training. In order for this PM-PRT
intervention to become more feasible in schools, future research should examine
modifications, such as reducing the number of sessions.


title: The Mental Health and Well-Being of Older Immigrant Punjabi Women Living in Nova Scotia

subject: Mental health, Punjabi women, Nova Scotia, immigration

abstract:
With the increase of immigrants in the Maritime region, the mental health and
well-being of older immigrant Punjabi women living in Nova Scotia needs to be
understood. Given the increase of immigration in Nova Scotia, research needs to focus on
how the experience of immigration may cause health issues for older immigrants.
Because of the cultural stigmas and taboos associated with mental health in the Punjabi
culture, there is a larger need than ever to focus on how older women from this cultural
group deal with their mental health and well-being after immigrating to Canada.

Guided by the social determinants of health and intersectionality feminist
frameworks, this qualitative study interviewed five women about their life now in Nova
Scotia, how they defined mental health and well-being, their migration experience, and
how they experienced cultural issues. The following themes were identified: (a) having
freedom yet not being free, (b) defining mental health as having a happy family, and (c)
wanting to connect with other older Punjabi women in Nova Scotia. These findings
demonstrate a need for understanding this cultural group and how they define mental
health and well-being, and the need to develop culturally competent health care services
in Nova Scotia.


title: Parents and Teachers Perceptions of the Program Planning Process for Children with Autism in one Newfoundland and Labrador School District

subject:
Autism Spectrum Disorder
Education - Newfoundland and Labrador

abstract:
The number of children being diagnosed with autism, a pervasive developmental
disorder, has risen dramatically in recent years (Kendall & Comer, 2010). Children with
Autism Spectrum Disorder typically attend public schools in Newfoundland and
Labrador (NL) and individual program plans are developed to meet their needs. The
program planning process involves collaboration among school personal, medical and
developmental specialists, and the child’s family (Government of Newfoundland and
Labrador, Department of Education, 2007). The purpose of this study was to investigate
parents’ and teachers’ perceptions of the program planning and implementation process
when working with children with autism in one geographic area of NL. Results indicated
that teachers and parents shared similar perceptions on several points such as when
describing autism. Both parents and teachers mentioned that autism was associated with
social and communication deficits. They also noted the importance of working with
children with autism to improve their social skills and general behavior. However,
participants had different perspectives in some areas, especially regarding the program
planning process around issues of involvement, program implementation, and providing
needed services. Results suggested that the shared perspectives of parents and teachers on
some issues would be a good starting point for continued dialogue to ensure that children
with autism are receiving needed services and optimal programming.


title: Processess of change: Interviews with men who have perpetrated intimate partner

subject:
Intimate partner violence
Domestic violence

abstract:
Intimate partner violence (IPV) is a complex problem affecting relationships in
Canada. Current methods of addressing this problem are insufficient to ensure the
safety of victims, and past therapeutic techniques have resulted in marginalization
and stigma counterproductive to supporting non-violence. Low levels of
accessibility and social support are problems facing male-as-primary-client
intervention programs. This study solicited experiences from men who have
perpetrated IPV and who have chosen to become non-violent. Participants were
recruited from two men’s programs in Nova Scotia, and interviewed for their
experiences of stopping the perpetration of violence and creating respectful
relationships with their partners and families.
In these interviews, men described supports and hindrances to change.
They provided narratives of their experiences that included processes of helpseeking,
disclosure, navigating stigma and shame, and taking responsibility for
their actions. They discussed the creation of their new identities as men who
choose not to abuse, and they recounted their experiences with friends, family, and
intervention programs.The discussion of these experiences examines links between elements of
the men’s experiences and existing literature, such as the impact that low
intervention accessibility may have on the trajectory of violence. It also explores
the benefits that these men derived from achieving clarity concerning their
preferences, values, and definitions of abuse. Methodological and interpretive
tensions in the research are discussed, and feedback for intervention programs is offered. Possible limitations to this research are reviewed, and gaps in knowledge
are presented for further study.
This research broadens academic and social understanding of how men who
perpetrate IPV can best be helped, and may change how these interventions are
conducted, increasing their effectiveness, accessibility, and impact.


title: The Impact of Sleep Restriction on Typically Developing Children’s Attention

subject:
Sleep
Sleep restriction
Sleep - children

abstract: Chronic sleep loss for children is a growing concern, yet few experimental studies have tested the impact of cumulative sleep restriction on cognitive functioning. The present study examined the impact of one hour less time in bed per night for 6 nights on attention in 27 typically developing children (6-12 years). Attention was assessed both objectively (CPT-II) and subjectively (questionnaires). Results showed significant differences in attention on the CPT-II, but not on subjective reports. Individual differences in daytime sleepiness and amount of sleep restriction were related to difference scores on the CPT-II. Changes in the attention as reported by teachers was related to changes in CPT-II commission errors (i.e., decreased impulsivity) and changes in child reported attention were related to changes in CPT-II reaction time. These results indicate that sleep restriction can affect children’s attention; however, these changes may be subtle and not captured by subjective measures.


title: “Dauntless” in the Face of Adversity: The Politics of Hope in Veronica Roth’s Divergent Trilogy

subject:
Young adult literature
Dystopian fiction
Divergent trilogy

abstract:
Since the turn of the millennium, there has been an increase in publication and popularity of dystopian narratives in young adult literature. Most contemporary research on the genre has focused on consideration of its popularity, and its merits and shortcomings, resulting in little consensus among scholars, often stemming from lack of a concrete definition of the term ‘dystopia’. Differing from classical (Orwellian) dystopia, this thesis analyzes Veronica Roth’s Divergent Trilogy and whether it conveys hope, based on the criteria of critical dystopia, those being recovery of history and protagonists’ responsibility for their choices (Baccolini, 2003 & 2004), protagonists’ political agency and the text’s relatability to the reader (Donawerth, 2003), and the proposed addition of the young protagonists’ unconscious and social sense of self, all considered within the context of Jacobs’s (2005) philosophy of hope.
Using Jung’s (1958) theory of integration, gender representation was found to be skewed, favouring the trilogy’s male protagonist while undermining its female protagonist. This analysis provides evidence that the hero achieves integration and an unconscious sense of self, while the heroine does not, therefore compromising its standing in terms of how protagonists claimed responsibility for their choices given the heroine’s disproportionate guilt.
Within the framework of reader reception and response theory, it was also determined that the Divergent Trilogy misrepresents and underrepresents racially and sexually diverse characters. Succumbing to stereotypical racial and LGBTQI tropes, as well as ignoring qualities associated with class, the narrative does not exhibit recovery of history, and does not successfully extend its reach towards diverse teenagers, therefore failing in comprehensive relatability to its audience.
Finally, employing Erikson’s (1964) psychosocial stage of identity versus role confusion, and the importance of Jacobs’s (2005) philosophy of hope, Divergent’s hero and heroine were determined to have achieved their own political agency, along with a social sense of self among their chosen community.
Because the Divergent Trilogy fails to meet the majority critical dystopian standards, falling into stereotypical traps of misrepresentation in terms of gender and diversity, its overall conveyance of hope is weak. Implications of this analysis and other scholarly observations suggest that young adult literature has a way to go in terms of rectifying these shortcomings, but encouraging critical literacy in a young adult audience is imperative if they are to see and understand the social implications of these limitations in current contemporary young adult literature.


title: Challenges experienced by Saudi female students transitioning through Canadian pre-academic ESL

subject: Postsecondary students - Saudi Arabian Women

subject: English as a Second Language

subject: International students

abstract:
This study explored the issues for female Saudi students studying English in Halifax,
Nova Scotia, Canada that might have a negative impact on the development of proficiency in
spoken English. A mixed methods approach was used. A 38 item questionnaire was completed
by 61 participants. It asked about experiences within the classroom, opportunities to talk to
others, level of comfort speaking, and the relative importance of speaking, reading, and writing.
Structured interviews were conducted with four students, two teachers, and two support staff
(receptionists) to enrich the knowledge gained from the questionnaire. Results indicated that
Saudi female students had issues with self-confidence, shyness, and a fear of making mistakes.
While it can be argued that all ESL students have similar issues, the sense was that the issues
were more profound for Saudi females than for other females or for Saudi males. As well, Saudi
female had additional cultural differences that had a major impact on performance. Firstly, Saudi
women – even those with university education -- are unaccustomed to co-educational classes and
male teachers. Secondly, Saudi women are expected to defer to males. As such, the presence of
males in the classroom causes Saudi women to remain silent. Thirdly, Saudi women are not
expected to interact outside the home, or with males. As such, Saudi women socialize only with
Saudi women and do not have the opportunity to practice speaking. Finally, Saudi women are
expected to have all business transactions conducted by a male relative (husband, father, brother)
and as such, have little opportunity to practice speaking even for official reasons.
Recommendations for Saudi women, the Saudi and Canadian governments, and ESL instructors
are provided.


title: Childhood obesity in the family environment: Family rules and the diet quality of New Brunswick school children

subject: Childhood obesity, New Brunswick school children, child-feeding practices.


title: Teacher Perceptions of Assistive Technology to Help Learners with Disabilities

subject: Assistive Technology, learning disabilities,

abstract: Assistive technology is considered a significant element that provides major support for learners with disabilities owing to the opportunities it presents to improve their learning by facilitating easier interactions with their instructional material. This research was designed to explore the perceptions of teachers about their knowledge and experiences relative to the use of assistive technology in their classrooms. Online questionnaires with open ended questions were disseminated to teachers enrolled in a graduate education program at an Eastern Canadian University. An inductive approach was adopted to analyze the responses of participants to discern emerging themes from teacher comments in response to the questions. Based on the findings, conclusions, recommendations and inferences were developed pertinent to best practices, teacher knowledge and teacher experiences in the use and implementation of assistive technology in their classrooms. Information drawn from the questionnaires supported the view that a large percentage of teachers used assistive technology in their classrooms. Further, it became clear from the information that teachers needed more support than they were able to access in order to feel comfortable implementing and using assistive technology with participants noting the need for more professional development and greater ease in accessing more current types of technology. These findings were discussed along with implications for government, school districts, teacher education programs and future research


title:
Case Study: Nova Scotia Burning
Exploring Racial Discourse in Nova Scotia Media

subject:
The Chronicle Herald (Newspaper)
Racial discourse
Media analysis

abstract:
This case study examined The Chronicle Herald’s “Nova Scotia Burning” feature series,
produced in 2011 in response to a cross-burning incident that occurred in Hants County, Nova
Scotia in 2010. The study used postcolonial theory to examine the discursive practices in the text
to understand how issues of race, representation, and racism pertaining to Black Nova Scotians
were treated. The analysis illuminated a very complex process whereby the media itself
attempted to destabilize some of the dominant discourses surrounding race and racism in Nova
Scotia, and yet, in the end, reproduced them through their use of language, imagery and meaning
making. This study contributes to our understanding of how issues of race and racism are treated
in Nova Scotia media.


title: Literacy and Travel as Metaphor: Learning to Travel, Traveling to Learn

subject:
Literacy
International education
Globalization
Multicultural education

abstract:
Literacy is more than the ability to decode words on a page, just as travel is more than checking off a list of landmarks. Travelers, readers and writers create meaning by engaging with texts whether those texts are based in language or place. Cultivating stillness, becoming consciousness of mediation and being open to risk-taking and surprise are three ways in which travelers, readers and writers can enhance their learning experiences.

This research poses the questions: How do travel and literacy resonate with each other metaphorically? How can a teacher apply the connections between travel and literacy in the classroom? Both the experience of traveling in different cultures and the habit of documenting that experience sharpened my curiosity about approaches to and perspectives on travel as well as the reading and writing that were an important part of the journey.

I am a high school English and Social Studies teacher who backpacked around the world for nine months and experienced that travel through the lenses of my own reading and writing. During my travels, I kept notebooks with poems and writing, took photographs, and, with my traveling partner, kept an online blog of our experiences. Using this material as data, and applying the methodological practices of writing as inquiry in this thesis, I explore the hypothesis that travel and literacy are metaphorically resonant and the comparison between the two offers insights into teaching and learning.

Part 1 of this thesis contains the thesis overview, a description of who I am as a researcher, traveler, reader and writer, and the literature review. Part 2 consists of three narratives based on the three themes that emerged to describe the metaphorical resonance I found between travel and literacy: the importance of stillness, the consciousness of mediation, and the value of risk-taking and openness to surprise. This section includes some writing I did while traveling. Part 3 synthesizes the narratives with the theoretical literature and discusses the applications of my findings to classroom practice. These reflective pieces are the means through which I gained insights into my own literacy and travel practices and perspectives.


title: Exploring Family Resiliency Within Canadian Armed Forces Veteran Families During the Military to Civilian Transition

subject: Military to Civilian Transition, Canadian Armed Forces, family resiliency

abstract: The Military to Civilian Transition (MCT) is defined as the peri-release time period that begins a few months before the official release from service and that ends up to two years after. Although the majority of Canadian Armed Forces (CAF) Veterans experience a smooth MCT trajectory, MCT can be associated with emotional, financial, relational, and physical stresses. Family resiliency describes the outcomes that arise when a family exercises their capacity to respond productively to stresses as a collective relational network. Military family research underscores the notion that families can play a salient role in supporting Veterans though MCT and are likewise affected by the challenges and opportunities inherent to this transitional period. Using data from a qualitative study undertaken by Norris, Cramm, and Schwartz (2017), this thesis explored the question, “How do family members of CAF Veterans in Atlantic Canada with a mental health problem cultivate family resiliency during MCT?” The constructivist grounded theory coding techniques outlined by Charmaz (2014) were leveraged to analyze seven in-depth interviews involving family members of CAF Veterans. This thesis employed a multidimensional and integrative approach to exploring the cultivation of family resiliency in an effort to capture this phenomenon holistically. This approach conceptualizes family resiliency as an outcome influenced by characteristics pertinent to the family, intra-familial processes, and the family-context interactions at each level of social analysis in the ecological systems model put forward by Bronfenbrenner (1977). The analysis revealed that MCT can potentially pose stresses that provide opportunities for CAF Veteran families to cultivate family resiliency. Their ability to cultivate family resiliency was strengthened by institutional, community, and family supports. Results could be leveraged to inform policies, practices, and services for CAF Veterans and their families during MCT.


title: The Role of Home Literacy Environment and Parental Education in Reading Skill Development Among Grade Two and Three Children

subject: Reading skills, reading acquisition, home literacy environment, parental education, occupation

abstract:
Home Literacy Environment (HLE) includes all aspects of the child’s environment provided by the parents/guardians that would facilitate the child’s acquisition of reading skills. Despite knowing that children with enriched HLEs achieve greater levels of reading proficiency, the potential influence of HLE remains overlooked. Another factor that is thought to influence the reading skills of children is their parent’s level of educational attainment and occupational status. This study examined whether HLE, and parental education and occupation levels were predictive of various reading skills. Additionally, this study examined these predictive variables in relation to students having received extra help in reading. Sixty-seven children enrolled in grades two and three in the Nova Scotia education system were tested across 13 standardized reading measures. Moreover, parents of participants filled out a demographic questionnaire which informed researchers of their child’s HLE and their own level of qualification. Findings of this study were consistent with theoretical expectations. HLE was found to be significantly predictive
of measures of phonological awareness, phonological retrieval, word reading, non-word reading, and vocabulary skills. Parental education level was found to be significantly predictive of measures of phonological working memory, non-word reading, and vocabulary. Parental occupation level was found to be significantly predictive of measures of phonological awareness, phonological working memory, non-word reading, and vocabulary. HLE, and parental education and occupation levels were not predictive of students having received extra help in reading. These findings confirmed that HLE, and parental education and occupation levels are important factors influencing the early development of reading skills among young children.


title: Attributional style and depression: A prospective study of adolescent females

subject:
Attributional style
Depression
Adolescent Females

abstract:
Negative life events (NLEs), attributional style (AS), and depression were prospectively
examined with adolescent girls, with youth assessments every 6 months (grades 9 -11) and
parent reports of childhood NLEs at baseline. Growth curve modeling revealed that both AS and
NLEs predicted depression at baseline. With AS controlled, those with high NLEs showed a
decline in depression over time, such that childhood NLEs were not linked with depression
thereafter. However, with NLEs controlled, those with a depressogenic AS at baseline showed
more depressive symptoms at all points throughout follow-up. At the sixth assessment, girls also
completed a NLEs questionnaire for high school years. Depression was related to both baseline
and 30-month AS, and high school, but not childhood, NLEs. Thus, NLEs and AS were
important predictors of depression. However, the link between NLEs and depression appears to
be temporal and dissipates over time, whereas AS has a consistent impact over time.


title: School Experiences of Individuals with Down syndrome: Issues Surrounding Inclusion

subject:
Down Syndrome
Education - Nova Scotia
Education - Inclusivity

abstract:
Down syndrome is the most common genetic disorder affecting individuals today. Since
the 1970s, individuals with Down syndrome have been integrated into regular classroom
settings; yet, little is known about how effectively efforts to apply the inclusion model are
supporting this unique population of students. The voices of those potentially affected are also
largely absent from what literature does exist, indicating a need to explore the school experiences
of students with Down syndrome, in their own words. The purpose of this study was to offer this
population of students, and their families, the chance to share their thoughts and memories of
their school experiences in order to gain insight into how well the inclusion model has supported
their unique social and academic needs. A qualitative approach was chosen in order to gain a
more in-depth look into these experiences, and to recognize and value voices that are not often
heard.
Participants in this study were four young adults with Down syndrome (one male and
three females ranging in age from 20 to 32) and five parents. All student participants grew up
and attended school in the same rural town in Nova Scotia (one student participant moved to said
town in late elementary school). A qualitative methodology was utilized, and as such, each
participant took part in a semi-structured interview in which they were asked to share their
experiences of attending school (for student participants) and of watching and supporting their
child throughout school (for parent participants). Thematic analysis was used to identify
emerging themes in the data.
Participant data was divided into two groups, Parents and Students. Primary themes that
were identified from the Parent data were: 1) School; 2) Parenting a student with Down
syndrome; 3) Extra-curricular activities; 4) Friendship; 5) Bullying; and 6) Speech difficulties. Primary themes identified form the student data were: 1) School; 2) Down syndrome; 3)
Friendships; 4) Bullying/teasing; and 5) Extra-curricular activities. There were several subcategories
that emerged from each major theme. These themes provide a rich, detailed insight
into the positive and negative experiences of students with Down syndrome and their parents as
they navigated the school system.


title: Mapping the Social Relations Shaping the Everyday Lives of Single Mothers who are Food Insecure in Nova Scotia

subject:
Canada Child Tax Benefit (CCTB)
Single Mothers
Income Assistance (lA)
Food Insecurity

abstract:
In Canada, single mothers are particularly vulnerable to experiencing food insecurity: a situation that exists when there is limited or uncertain ability to access acceptable foods in a socially acceptable way. This study aimed to map out the social relations organizing the food security status of single mothers supported by Income Assistance (IA) in Nova Scotia. This informed recommendations for policy and program changes that would allow food insecurity to be more effectively addressed in Nova Scotia. Institutional Ethnography (IE) was used to guide this research. Data collection consisted of two stages. The first stage involved in-depth face-to-face interviews with seven single mothers on LA who were determined to have experienced food insecurity. The interviews were audio taped and content analysis of the transcripts was conducted with the assistance of NUD*IST QSR N6 software. Results identified that the mothers entered into relations that, together, worked to coordinate their food insecurity. These social relations were organized using Bronfenbrenner’s Ecological Systems Theory. Overall, however, the interviews suggested that income was the most basic organizing factor in coordinating the mothers’ food insecurity. The two main sources of the mothers’ income were the IA and Canada Child Tax Benefit (CCTB) programs.
The second stage of this study aimed to explicate how these programs organized the mothers’ food insecurity. To accomplish this, three employees of the IA program took part in in-depth face-to-face interviews to determine how the IA and CCTB programs, including their policies, act, and regulations, were involved in this organization.
Similarly, these interviews were audio taped and content analysis of the transcripts was conducted with the assistance of NUD*IST QSR N6 software. Key policy documents, namely the Employment Support and Income Assistance policy document, and information pertaining to the IA and CCTB programs provided more context of the organizing role of these programs.
The findings of this research suggest that many social relations are organizing and reproducing the food insecurity experienced by the mothers. Gaps, referred to as lines of fault, were also found to exist between the mothers’ everyday experiences and public and organizational polices as well as programs and nutrition education materials and approaches intended to address their needs. Overall, the identified social relations worked together to maintain the mother’s state of food insecurity and the lines of fault that existed. These fault lines were also maintained due to the lack of participation in the policy process of those most affected by food insecurity and because of the short-term strategies the mothers undertook to cope with their food insecurity. These short-term strategies did not increase the mothers’ food security, and may have actually hidden the reality of the mothers’ experiences of food insecurity.
These conclusions have serious consequences considering the impact that food insecurity has on the health and well being of those that experience it and the economic toll it can have on society. As such, public policy and programs, nutrition practice, and society as a whole must make immediate change and work to make system level change that will address the root causes of food insecurity. Results supported a call for action to change current neoliberal based social policies so that they are more inclusive of the needs and realities of those individuals that they aim to affect.


title: Moving Mountains: The No. 2 Construction Battalion and African Canadian Experience During the First World War

subject:
Racism - Military
First World War
African Canadians
Number 2 Construction Battalion

abstract:
Excerpt from introduction:
"This thesis will help clarify the history of racism in the CEF by exploring the enlistment issues,
training, and overseas experience of the men who served in the No. 2 CB.
A number of sources focus on the struggle to enlist because of the racism
experienced by African Canadians; but they say little about the experience of African Canadians
when they served overseas. Among the most significant studies of the No. 2 CB is Calvin Ruck’s book
 which provides a brief overview of the battalion. It is essentially a commemorative work, thus its most valuable section includes summaries
 and quotes from interviews Ruck performed with members of the battalion before they died. The most extensive
scholarly study is Sean Flynn Foyn’s Master’s thesis, which focuses mainly on the recruitment of African
 Canadians in the No. 2 CB and the key personalities involved with the formation of the unit.
Neither of these important works explore the unit’s overseas experience in appreciable detail.
James W. St. G Walker’s work examines how racism affected the enlistment of visible minorities
 in the CEF as a whole, including the enlistment of African Canadians. Finally, John G. Armstrong’s
 essay provides a brief analysis of resistance to the enlistment of African Canadians, and the subsequent
 overseas service of the No. 2 CB. However, neither Walker nor Armstrong analyze the degree to which
 racist attitudes changed over the duration of the war, particularly with respect to contrasting service
 conditions in Canada and France. Primary sources for this study include the content of No. 2 CB’s official war diary,
 the routine orders of No. 5 District, Canadian Forestry Corps, Jura Group, and the soldiers’ service records.
 These documents were not employed as extensively in earlier studies of the No. 2 CB. In addition, this thesis analyzes
 Reverend Captain William Andrew White’s personal war diary, a source that was not utilized previously in scholarship regarding No. 2 CB."


title: Developing Effective Expression Through Digital Photography: A Narrative Inquiry and Exhibition

abstract:
As a teacher of introductory media arts and a newcomer to photography, I felt a
shared frustration with my students when trying to express myself effectively in the
pictures I was taking. The purpose of this thesis is to explore ways of developing
effective expression through digital photography. Through narrative inquiry, I examine
theories of aesthetics, my perception of the environment around me, and the meaning
making process in photography. I also analyse the contemplative photography practise of
Miksang, and engage in a case study of photographs that I have taken during this inquiry.
In doing so, I advocate for the use of contemplative photography as a means of finding an
individual artistic style and voice, and for a practice of photography which seeks to
enlighten us about ourselves, rather than communicating pre-determined ideas. My
inquiry is presented in the form of an academic essay and a photography exhibition.


title: A Voice To Be Heard. Social Barriers Impacting on Dietary Modification: The Experiences of Women of African Descent with Type 2 Diabetes

subject:
Non-Insulin-Dependant Diabetes
Diet Therapy
Racism - Health Aspects
Nova Scotia
Black Women

abstract:
Although Nova Scotia has one of the highest populations of people of African descent in
Canada, health research on this population is limited. Women of African descent have a high risk
of developing type 2 diabetes, and are also at increased risk of experiencing greater difficulty
with the physiological management of diabetes, which can lead to serious complications. While
careful attention to dietary choices can help manage type 2 diabetes, social barriers often arise
for women of African descent when considering food choices.
The purpose of this research was to examine the social barriers affecting dietary
modification of type 2 diabetes experienced by women of African descent in the Halifax
Regional Municipality. This qualitative study used the methodology of phenomenology to
understand African women’s experiences with type 2 diabetes. Purposive sampling was used to
interview nine women in a face-to-face interview. Black feminist thought as a critical social
theory was the theoretical framework used to guide analysis of the data.
Ten themes were identified as barriers in the literature and confirmed by the women in
this study. Of the ten themes, the following four: (1.) Poverty/Low Socio-Economic Status; (2.)
Role of Women in Families (Gender)/Family Relationships and Norms; (3.) Racism and its
Effects on Health; and (4.) Cultural Meaning of Food/Taste of Food provided the largest amount
of data. Although these four themes were identified as separate barriers, data from the women
revealed that many themes intersected with one another, especially race, class and gender.
Particularly, this study revealed that racism was a key barrier affecting African women’s lives as
they live with type 2 diabetes. This research highlights the importance of cultural competence.
Cultural competence is required not only at the individual level, provided by the heath care
professional, but also at the organizational and system level, to better meet the health care needs
of African women living with type 2 diabetes.


title: Do Better Nights Mean Better Days? An Examination of a Behavioural Sleep Treatment Program on Health-Related Quality of Life on School-Aged Children

subject:
Halifax
Nova Scotia
Sleep disorders
Treatment
Health and hygiene
Evaluation
Children

abstract: The present study was designed to determine if successful treatment of sleep problems results in improved health-related quality of life (HRQL) for school-aged children both with and without Disruptive Behaviour Disorders. The main hypothesis was that improved sleep would result in improved HRQL (physical, social, and emotional/behavioural health, as well as family well-being). The current study analyzed data collected from a larger sleep study, Better Nights, Better Days: Treatment for Sleep Difficulties, a module of the Family Help Program at the IWK Health Centre in Halifax, Nova Scotia. The current study demonstrated that the behaviourally-based sleep intervention of the larger study improved the overall sleep of its child participants, which in turn improved the HRQL. These results indicate that HRQL improves in children whose sleep problems were reduced after completion of a behavioural treatment delivered via distance. This was particularly the case in the psychosocial health domain, which is comprised of scores on subscales from the CHQ-PF50 and measures children's functional health and well-being. Results of the current study are in keeping with the extant body of literature which indicates that treatment of sleep difficulties can lead to improved health across multiple domains of a child's life.


title: Ménilmontant to Montplaisir: A Study of Michel Chevalier and Saint-Simonism

subject:
Michel Chevalier
Saint-Simonism
Saint Simon

abstract: Undergraduate Honours Thesis written for HIST 4499.

abstract:
Excerpt From Introduction:

"That the capitalist system functions badly is not a new phenomenon. In 1867, Karl Marx wrote in
the Preface to the first German edition of Capital that “Perseus wore a magic cap that the monsters he
hunted down might not see him. We draw the magic cap down over our eyes and ears as a make-believe
that there are no monsters.” Michel Chevalier (1806-1879) made a career out of hunting down monsters.
Both authors no doubt disagreed on who and what these were, however.3 This thesis is a study of
Chevalier the Saint-Simonian, and the ideology born from the works of Saint-Simon (1760-1825) known
as Saint-Simonism. Understood within the context of mounting criticism concerning the ideas and real
consequences inherent to industrial systems of production, a general theme exists throughout the paper,
and this is the idea that the capitalist system functions badly, that industry is disorganised. Discussion of
Saint-Simonism gravitates around this notion, with a particular emphasis on the treatment of capital and
social welfare as understood in the works of Chevalier. So two threads run through this thesis. The first
and most obvious is the discussion of his thoughts. The second, very much interwoven with the former, is
the interrogation of his involvement with the Saint-Simonian movement. The point is to consider him as
part of a social intellectual network that existed in the nineteenth century. The focus of this paper spans
from 1806 to 1879 and is purposefully kept broad to match his perspective. I hope that this approach is
useful to gain an appreciation of the various concepts born out of the long nineteenth century that
influenced his thoughts on European society and the globe, before attempting more in depth analyses of
specific periods of Chevalier's career; and to advance an alternate view regarding the length and breadth
of Saint-Simonism. My intention is to argue that Chevalier was a Saint-Simonian all his life; that it is
problematic to confine his involvement with the Saint-Simonian movement (and thus its impact) to the
dates 1825 to 1832; and that Saint-Simonism is more aptly characterised as an ideology spanning the lives
of Saint-Simon and Chevalier the Saint-Simonian".


title: Correctional Education: A Theoretical Analysis for Change

subject:
Canadian federal prisons
Correctional Education
Social Learning Theory

abstract:
This thesis examines correctional education in Canadian federal prisons. A critical analysis of Social Learning Theory, which informs current correctional practices implemented by the Correctional Service of Canada, is conducted and identifies the problematic nature associated with the personal focus on criminality. A synthesis of criminological theories including Differential Association, Marxism, and critical educational frameworks, set the basis for arguing the need for changes in the current implementation of correctional education. These changes should include a more social focus, both in theory and practice. Crime and education are recognized as being commodities in a capitalist society and to challenge this, offenders need to critically examine their place in society through a dialogical and reflective educational opportunity.
This opportunity should lead to a change in perspective and comprehension, resulting in personal and potential social transformation. This thesis calls for reformation due to the prescriptive nature of the current curriculum and recommends a more holistic approach to pedagogical style and course offerings within Canadian correctional education classrooms. An argument will be made that offering offenders simple adult basic education and employability skills in the areas of cleaning and maintenance are only preserving the socio-economic hierarchy and maintaining the status quo; not helping offenders become autonomous, empowered, and active citizens. This thesis will compare the technical rational approach to correctional education to the approach offered in the Irish prison service, where education is inarguably more holistic and liberal. Critical adult educators such as Paulo Freire, Jack Mezirow, and Michael Collins advocate this critical approach and their contributions to the field are examined.
An example of practical critical pedagogy, which occurred in Long Kesh prison in
Northern Ireland, will demonstrate the authenticity of education for social action and active citizenship. In addition, examples from the field of correctional education will reveal how critical education can be implemented in institutional classrooms while recognizing that barriers to this do exist.


title: How women take up political space: Through the eyes of women in the peace movement

subject:
Feminism
Peace movement
Pacifism
Voice of Women
Peace studies

abstract: Using a transformative holistic feminist analysis, this thesis examines ideas, organizations and actions of women in the peace movement at a time when politicians still treat war as a priority, despite their avowals of peace. Feminist grounded theory methodology supported the development of the concept of women’s space as a tool to explore how two peace groups, The Voice of Women and The Women’s International League for Peace and Freedom and their leaders, worked to create spaces of peace over time. Vigils, the persistent presence of women standing for peace in the public sphere, were identified as particularly significant transformative spaces as were women’s organizations themselves. Connections formed within women’s feminist spaces contrast with separations inherent in patriarchal culture. This research found that women-only feminist spaces of peace strengthen women’s voices. Within these groups, peace is envisioned as more than the absence of war, and the implementation of ideas orientated towards change is strategized. These spaces can facilitate women’s permanent presence within the public political sphere, an analysis mirrored in historical feminist peace literature, in particular that by Virginia Woolf. This thesis concludes with feminist theorists who have proposed concepts such as those in Ecofeminism and the Gift Economy that come out of a holistic analysis and display elements of a new paradigm.


title: The dose effect of lentil flour incorporated in a snack on blood glucose, satiety, and food intake in young male adults

subject: Lentil Flour, functional foods, pulses,

abstract:
Functional foods are seeing increased potential for use in improving the health outcomes of Canadians, specifically in a population experiencing an aging demographic with increased rates of overweight, obesity, and chronic diseases. Pulses have been recognized for their added health benefits, when consumed as both a whole pulse, or as a processed ingredient added to foods. Many novel methods of processing pulses have been developed to increase their access as an added functional ingredient in food product development. While there are some differences in the functional properties of pulse ingredients based on the processing methods, there is little translation of the method of processing used to produce pulse ingredients to the consumer. The current investigation sought to quantify the dose needed to elicit a positive effect on post-prandial glycaemic control and short term food intake in male subjects/participants following consumption of a solid snack food product formulated with whole lentil flour. The secondary objective was to measure the subjective feelings of hunger in participants. There were four treatments used in this study: an energy-free water control, a snack bar formulated with 24g wheat flour, a bar replacing 12g of wheat flour with lentil flour, and a snack bar with 24g of lentil flour. The wheat and lentil flours used for this study were controlled for particle size, with 79μm and 94μm grind sizes, respectively. A sample of healthy men (n=12), aged 19-30 were recruited, and consumed one of the four treatments after completing an overnight fast followed by consumption of a standardized breakfast. Blood samples were collected at time 0,10, 20, 30, 60, 90, and 120 min, and analysed for glucose. Short term intake was measured via an ad libitum pizza meal consumed at the end of the 2 hour study period. There was an effect of 12g lentil flour on suppressing subjective feelings of appetite by ~10% compared to the wheat-based control. While not significant, this effect appeared to significantly impact short term food intake (p˂0.05).
The bar formulated with 12g lentil flour resulted in a non-significant reduction of subsequent food intake by 122kcal compared to the wheat-based control, and 230 kcal compared to the water control. There was no effect of treatment for both caloric treatments and water free control on mean 2 hour blood glucose or tAUC, iAUC or niAUC values. While there were no significant effects seen on blood glucose over the 2-hour study period, both treatments containing lentil flour appeared to delay the post-prandial glycaemic response, resulting in a smaller increase in blood glucose concentration compared to the wheat control. The addition of as little as 12g of pulse flour may play a role in satiety, food intake, and delayed post-prandial glycaemia.


title: A Critical Discourse Analysis of a Libyan Secondary Educational Policy

subject: Teaching, learning, curriculum, CDA, educational policy, Libya

abstract:
The education system in Libya faces significant challenges in various aspects, but at the core are outdated notions of curriculum, teaching, and learning. While it is important to have qualified teachers, who use a variety of teaching and learning approaches, qualified teachers alone cannot do much if the curriculum is prescriptive and restrictive. The study explores how the educational discourse in Libya conceptualizes curriculum, teaching, and learning and demonstrates the impact of the socio-political context on the country’s perception of the meaning and purpose of education. Critical Discourse Analysis (CDA) is used to focus on and analyze a key educational policy (Sequences of Lesson Plans and Recommended Textbooks), through the lens of my own educational experience in Libya. The results indicate that Libyan educational policy considers teaching and learning to be centered on teachers. This approach requires that students absorb the material (curriculum), with very little room for critical thinking or questioning of the curriculum content in this outmoded approach to teaching and learning. In addition, the socio-political
context of Libya also significantly impacts curriculum, teaching and learning. The analysis of the selected educational policy, and the findings drawn from it indicate that, for the most part, Libyan society and its cultural values dictate the nation’s educational policies. It is hoped that this study will initiate the process of critical reflection regarding the dominant conceptions of curriculum, teaching, and learning in Libyan education system and, in turn, will help to improve the educational discourse in Libya.


title: The Effect of ad libitum Consumption of Mixed Meals with Added Pureed Navy Beans and Yellow Peas on Satiation, Satiety, and Short-Term Food Intake in Children

subject:
Navy beans
Satiety

abstract:
The objective of this study was to investigate the effect of cooked, pureed navy beans (NB) and
yellow peas (YP) added to a mixed meal on satiation, subjective appetite, next-meal food intake (FI), 2
hour cumulative FI, and gastrointestinal comfort over two hours in children. Using a randomized
single-blinded cross-over design, 28 children (9-14y, 14 boys and 14 girls) attended three sessions and
consumed one of three dietary treatments at each session. All treatments contained cooked durum
wheat pasta and tomato sauce with cooked and pureed NB or YP providing 43% of energy or
additional cooked and pureed pasta (C, pulse-free control). Due to the variability in the ad libitum
treatment intake, participants were separated into low (<165.67kcal) and high (>165.67kcal)
consumption groups based on whether their average treatment intake was above or below the median
intake of all treatments. Because the low consumption group does not reflect the effect of treatment,
only data from high consumption may explain the effect of added pureed pulses to a mixed meal. The
data from this group (n=17, 8 boys, 9 girls, BMI %ile 70.6±6.7) indicates that although both pulse
treatments resulted in higher ad libitum treatment FI compared to C (P=0.02), there was no effect of
treatment on ad libitum FI at a test meal 120 min later or cumulative FI (treatment + test meal) over
two hours. Analysis of subjective appetite measures indicated lower desire to eat (DTE) scores after YP
(P=0.04) and NB (P=0.03) compared to C while NB tended to suppress average appetite (AA) (P=0.08)
and prospective food consumption (PFC) (P=0.06) compared to C over two hours. Both pulse
treatments resulted in higher dietary fibre intake (YP:12.4±0.9g; NB:15.1±1.4g) compared to C
(4.6±0.5g, P<0.0001). Protein intake was also greater after NB (13.1±1.2g, P<0.0001) and YP
(12.4±0.9g, P=0.003) compared to C (8.8±1.0g). The intake of the meals with added pulses did not
cause any symptoms of gastrointestinal discomfort. Adding pulses to pasta and tomato sauce did not
change the pleasantness of the treatments. Cooked, pureed navy beans and yellow peas, when added to
a mixed meal, present an effective dietary approach to increase subjective satiety and improve nutrient
intake in children.