title: Making the Connection: Finding the Love between People and Turtles

subject: Turtles, Canadian Sea Turtle Centre, Halifax

abstract:
The Canadian Sea Turtle Network is a charitable organization based in Halifax, Nova Scotia that works with scientists and fishermen to conserve endangered sea turtles in Canadian waters and worldwide. During the summer months it opens an educational kiosk, the Canadian Sea Turtle Centre (CSTC), on the busy Halifax waterfront to educate the public about leatherback sea turtles. For my thesis, I wanted to know the motivational factors behind adult public visitors entering the CSTC, connecting with elements of the CTSC and how that visit affected their environmental awareness and conservational efforts. I also wanted to know the motivational factors for an individual to pursue a career focused on sea turtles. I used a quantitative online survey that was posted on the Canadian Sea Turtle Network social media sites and limited to previous visitors to the
CSTC over the age of 19 and qualitative phenomenological interviews of 8 previous CSTC visitors identified through the survey as well as 10 sea turtle experts identified through previous connections. From the online survey, 52 respondents showed 69% of visitors were aware of sea turtles in Canadian waters prior to their visit, 50% of visitors stumbled across the Centre and 44.2% had a previous interest in turtles, 63.3% of visitors connected more with the human aspect of the Centre rather than the turtles and 72.9% of visitors made changes in their lives because of their visit. Of the visitors interviewed, 7/8 were drawn to the Centre because of a previous interest in turtles and those motivational factors were related to larger factors valued by individual: animals, nature, family and quality of life. The sea turtle expert interviews identified 7 common motivational factors: turtles, nature, ocean, travel, animals, research and marine biology. Based on its findings, the thesis concludes that the location and staff of the CSTC are vital to their success and recommends they continue to have an enthusiastic and optimistic staff that interacts with both children and adults to help connect the visitors’ interests to the turtles and to consider adding advanced behavioural change suggestions for those visitors with high environmental awareness. It also concludes that a transformative childhood experience with turtles is unnecessary to motivate an individual to pursue a career in sea turtles.


title: Impact of Television on the Perception of Body Image by Male Children

subject:
Psychological aspects
Children
Television
African-Canadians
Attitudes
Males
Boys
Public opinion
Nova Scotia
Body image

abstract:
The study aimed to explore the impact of television on perceptions of body image

in male children. Focus group methodology was employed in order to access

participants’ perceptions of two television programs, and explore whether young children

are able to differentiate between themes and messages presented within television

programming and the extent to which they are able to select, process, and evaluate the

information. Five African-Canadian males, age’s seven to nine from the Dartmouth Boys

and Girls Club in Dartmouth, Nova Scotia viewed 10 minute clips from two age

appropriate television programs which displayed different themes (educational vs. teen

comedy) and then participated in the focus group.

The participants in this study offered insight and information regarding their level

of awareness with regard to selected television themes and messages. The participants

demonstrated an understanding of the main themes (educational vs. teen comedy)

presented within the television shows. Older participants (age 9) exhibited some

awareness of the rehearsed fantasy of television whereas the younger participants (age 7)

believed that most things portrayed on television were real. Overall, the participants

described characters with larger body shapes as “different” yet not necessarily negative.

Although these young boys demonstrated an awareness of extreme body types, they did

not appear to possess an association between body size and negative body image, but

expressed the insignificance of body size and attractiveness in relation to popularity.

This suggests that although the boys were able to distinguish between body size and type,

their cognition may not yet be developed to allow for a complete awareness of the

association between body size and negative body image. Thus, the framework of

8

unrealistic body shape expectations may unknowingly be set in childhood, but it is not

until later in adolescence (which includes physical growth, onset of puberty, and

increased importance of peer relationships and peer pressure), that the incentives for a

change in behavior becomes great enough and the full impact of negative body image

occurs.


title: The Public Debate About Privatizing Police Services in Ontario: Lessons from the UK

format: Full-text application/pdf

subject: Privatizing police services, public safety

abstract:
In 2015, Kathleen Wynne’s government began a public consultation process of modernizing the Police Services Act (1990), arguing the public safety model must reflect a changing society. Throughout the past three years, the Wynne government used the United Kingdom’s experience of restructuring the police service delivery model as the basis for a similar process in Ontario.

This thesis compiled and reviewed a number of academic qualitative and quantitative academic studies which pertained to how the UK government promoted police austerity measures including privatization as a means toward increasing service efficiency without compromising public safety. After reviewing data from over seven years of police service cuts in the UK and existing Ontario-based data on policing costs, my thesis concludes that the new Police Services Act (2018) was supported by a successful communication strategy that purposely avoided the long-term public relations risks of promoting a modernization process that included privatization as a way to control the perception of escalating police costs. Instead, the Wynne government’s success in influencing public acceptance of the legislation was the result of a communication strategy that focused solely on social justice issues and its relationship with professional policing.

In the process of reviewing how both the UK and Ontario governments used political communication to influence the public’s perception of how policing should be modernized, I also identified a significant reluctance by police service leadership towards increasing and promoting their own value. My thesis concludes that this reluctance and a lack of investment of resources in both research and communication planning by police organizations continues to allow police legitimacy and its value as a public service in Ontario to be questioned by its detractors.


title: Stakeholders’ Perceptions of Youth Justice: Perspectives from the Frontlines

subject:
Community-based corrections
Restorative justice
Juvenile corrections
Police services
Juvenile delinquents
Social work
Nova Scotia
Juvenile justice

abstract: Little research that addresses Canada’s Youth Criminal Justice Act (YCJA) has explored or utilized the rich perspectives of key front-line stakeholders in the youth criminal justice system. The direct experiences of these youth justice workers, who daily interact with young offenders, their families, other justice system providers, outside agencies, and the general community, contain valuable insights that might meaningfully contribute to discussions of the effectiveness of the YCJA, and its Restorative Justice approach, as implemented in both custodial and community-based justice settings. For the purpose of gathering the perspectives and opinions of such front-line justice workers, a selected sample of professionals currently employed within the youth justice system (two youth workers, two probation officers specializing in young offenders, two restorative justice caseworkers, and a police officer), was obtained. Individual interviews were held in semi-structured, audio-taped sessions. Recorded interviews were subsequently transcribed and analyzed utilizing a discovery based, cross comparative qualitative approach. Data was coded at three levels, in a process of increasing refinement through thematic and conceptual organization, that led to the development of the following descriptive and representative categories: Young Offender Backgrounds and Needs; Stakeholder Roles and Responsibilities; Current Youth Justice; and Recommendations for Youth Justice and Services. Findings of this research reflect deep commitment and investment on the part of interviewed stakeholders and their general support of the Youth Criminal Justice Act. Stakeholders, however, did identify areas of critical professional concern and offered 3 suggestions for improvement of the Act and its implementation in daily youth justice settings and practice.


title: Development of Evaluation Tools for Dietitians of Canada’s Practice-based Evidence in Nutrition (PEN) Service

subject:
Evaluation
Canada
Evidence-based medicine
Dietetics
Practice
Databases
PEN

abstract:
Background: Evidence-based practice (EBP) uses the best available research evidence, in

combination with clinical expertise and client values, to guide practice decisions (1).

Dietitians recognize the benefits of using an evidence-based approach, but do not routinely

incorporate it into their practice (2, 3). Lack of time and the skills needed to find and

critically evaluate the published research are cited as barriers to adopting evidence-based

practice (3). The knowledge translation and transfer (KTT) process can assist in bridging

the gap between evidence and practice (4).

In September 2005, Dietitians of Canada (DC) launched Practice-based Evidence in

Nutrition (PEN), an online evidence-based knowledge translation/transfer (KTT) service for

dietetic practice. PEN must be evaluated to determine if the service meets the needs of users

and to assess its effectiveness as a KTT tool for incorporating evidence-based knowledge

into dietetic practice.

Objective: The aim of this research was to develop two evaluation tools for PEN: a webbased

questionnaire to collect demographic and quality assurance data (PEN Evaluation

Questionnaire) and a set of interview questions to evaluate PEN as medium for KTT and its

impact on dietetic practice (PEN Evaluation Interview Guide).

Methods: The questionnaire was developed using a structured four-step process. An

advisory panel (n=14) validated the researcher-developed questionnaire and guided the

development of its online format. The resulting questionnaire was pilot tested with a

purposive sample (n=19) of PEN subscribers and non-subscribers. The interview guide was

developed with the assistance of an expert panel (n=7) using a three round modified Delphi

process.

Results: The questionnaire development process resulted in a 46 item web-based

questionnaire to collect demographic and quality assurance data on the PEN service. The

findings confirm that successful questionnaire development requires the use of a systematic

approach including a comprehensive review of face and content validity.

The Delphi process was successful in bringing together a diverse group of experts with

extensive knowledge in KTT and EBP to produce an interview guide containing open-ended

questions focusing on respondents’ understanding of evidence-based practice and PEN, the

use of PEN by dietitians and other disciplines, the perception of the quality/usefulness of

PEN and barriers and facilitators to PEN use.

Conclusions: Quantitative and qualitative evaluation tools, validated by experts in the KTT

and dietetics fields, will provide a comprehensive evaluation of PEN’s impact on practice

and its effectiveness as a KTT tool and ensure the quality and relevance of the data

collected.

This research adds to the limited body of knowledge regarding the formal evaluation of online

evidence systems and KTT strategies.


title: Answer getting or inquiry: Textbooks and the corporate discourse

subject:
Corporate discourse
Textbooks
Science Curriculum (secondary schools)

abstract:
This thesis examines the disconnect between the 2007 Ontario Science and
Technology Curriculum and a textbook written specifically to support it, Investigating
Science and Technology 7. The paper illustrates the suggested teaching strategies
contained in the curriculum, their exclusion from the text, and the possible causes for the
striking differences between the two.


title: Public relations and communication management: In search of a pedagogical model for the MBA curriculum in Canada

subject: Corporate Communication management

abstract:
The Master of Business Administration (MBA) curriculum in Canada is lacking in that it does
not include a public relations (PR) and communication management component. This is
counterintuitive to the belief that effective management and leadership are tantamount to
effective communication, and flies in the face of both the onus on organizations to communicate
with their publics and those publics’ right to know. This study strives to illuminate the void in
the Canadian MBA curriculum as it relates to PR and communication management, and to
determine Canadian business leaders’ acceptance of such content therein. It uses a mixed
methods approach to inquiry; the author first conducts a conceptual content analysis of Canadian
MBA program websites which demonstrates the absence of strategic communication concepts in
the graduate business school curriculum, and subsequently interviews Canadian business leaders
to determine PR and communication management’s possible place in the MBA, the findings of
which overwhelmingly call for such instruction in the graduate business school curriculum.
When considered both individually and collectively, the quantitative and qualitative research
findings inform the creation of a pedagogical model for a PR and communication management
curriculum in the MBA which is steeped in PR/communication, ethical and pedagogical theories.
This work stands to advance the pedagogy and practice of PR and communication management,
bolster the MBA curriculum and create scores of Canadian MBA graduates – our future business
leaders – who understand and value the PR and communication management function, and
ultimately embrace their responsibility for it in their professional pursuits.


title: What is Experiential Education? Why this is so important (and how that can be dangerous).

subject: Experiential education, educational research, education history, education terminology

abstract: The goals of this study are to determine whether there is a clear definition or shared understanding of experiential education, to explore the history of the concept of experience related to education and knowledge, to look at how related terms are used in educational research, and to consider what the impact of this might be on the modern education system. An extensive literature review on the changing definitions and concepts related to the subject of experience and education over the last 2,000 years is given; further chapters explore modern use of related terminology and research that contribute to miscommunication and confusion on the subject. No firm conclusions on agreed definitions are given, however, underlying agreements on educational approaches are highlighted, leading to research questions for the future.


title: Parent-Adolescent Interactions That Promote Adolescent Success in Family, School, and Community

abstract:
The purpose of this study was to determine if adolescents who self-identified as socially
cooperative and academically successful spend more time with parents than adolescents
who self-identified as less socially cooperative and less academically successful. In
addition, this study questioned the type of activities parents and adolescents engaged in
during time together. The 107 participants from grades 7, 8, and 9 students from 3 rural
schools in Nova Scotia completed a questionnaire at home and returned it to school. The
study concluded that adolescents who spent more time with parents showed increased
social cooperation and academic success and decreased substance use. Adolescents
appeared to achieve better academically and were more socially cooperative when
parents had some post secondary education. The most common types of activities spent
with parents included television viewing, chatting, playing with pets, baking-cooking,
going to restaurants, sports, board games, and cards games. Board games and card games
were associated with greater academic success.


title: Teachers’ Perceptions of School Readiness Relative to Revised Nova Scotia Policy on Early School Entrance

subject: School age (Entrance age) -- Nova Scotia

subject: Readiness for school -- Nova Scotia

subject: Primary school teachers -- Nova Scotia

abstract:
This study investigated teachers’ perceptions of the recent change in school entry policy in Nova
Scotia. The introduction of this policy in 2008 allowed children to enter school at the age of 4
years, 9 months. Consequently, the 2008-2009 Grade Primary class included students within the
age range of 4 years, 9 months to 5 years, 11 months. The findings of this study demonstrated
that teachers’ perceptions of students’ abilities, compared to other classes taught, were not
significantly different from expected. However, significant differences were found in relation to
teachers’ perceptions of the policy change. For example, 75% of Primary teachers and 90% of
Grade One teachers perceived that the revised cutoff date made a difference to the level of
student readiness. Significant differences were also found when teachers were asked about key
early curriculum topics. For example, 100% of Primary teachers and 90% of Grade One teachers
perceived that letter recognition is a key component of an early curriculum. These
aforementioned results are discussed in relation to teacher characteristics, development of preprimary
programs, and professional development.


title: Elementary Student Teachers Practising Mathematical Enquiry at their Level: Experience and Affect

subject:
Mathematics education
Elementary school education
Mathematicians

abstract:
From the time of publication of Polya’s “How to Solve It” (1954), many researchers and
policy makers in mathematics education have advocated an integration of more problem
solving activities into the mathematics classroom. In contemporary mathematics
education, this development is sometimes taken further, through programmes involving
students in mathematics research projects. The activities promoted by some of these
programmes differ from more traditional classroom activities, particularly with regards
to the pedagogic aim. Several of the programmes which can claim to belong to this trend are designed to
promote a less static view of the discipline of mathematics, and to encourage a stronger
engagement in the community of practice that creates it. The question remains,
however, about what such an experience can bring the students who engage in it,
particularly given the de-emphasis on the acquisition of notional knowledge. In the
study described in this thesis, I investigate possible experiential and affective outcomes
of such a programme in the context of a mathematics course targeted at elementary
student teachers.
The study is composed of three main parts. Firstly, the theoretical foundations of the
teaching approach are laid down, with the expressed purpose of creating a module that
would embody these foundations. The teaching approach is applied in an elementary
teacher education context and the experience of the participating students, as well as its
affective outcomes, are examined both from the point of view of authenticity with
respect to the exemplar experience, and for the expected–and unexpected–affective
outcomes. Both of these examinations are based on the establishment of a theoretical
framework which emerges from an investigation of mathematicians’ experience of their
research work, as well as the literature on affective issues in mathematics education.


title: A Parental Perspective on Progress in a Child with Autism.

subject:
Autistic Children
Child’s Development
School System
Psychology

abstract:
This thesis examines the life story of a family’s triumphs and struggles raising a
child with autism. The aim of the study was to understand the experience of one family,
their perceptions of success/progress, and the factors that may be involved in that
process.
In conducting the research, the researcher recognizes that all children are different
and unique. This study will not reveal the most effective way to approach or treat autism,
but discuss a number of factors, such as risk and opportunity factors that may be
influencing this child’s development. The purpose in exploring these findings is to
suggest that there are numerous approaches to achieve positive outcomes for a young
child with autism, and to expand on the discussion of possible factors promoting such
progress or success.
One family was selected in order to create an accurate picture of the family’s
experiences raising an autistic child. The parents were interviewed using semi-open
ended questions and the interview focused on their experiences with the following: signs
of autism, the diagnosis, experiences following the diagnosis and treatment,
understanding of diagnosis and how it has changed, entrance to the school system,
parents view on their child’s progress, and views about what the future holds. The
parents also completed questionnaires to confirm responses from the interview and create
a clearer understanding of the various risk and opportunity factors involved in their
child’s development. The child’s teachers and principal were also interviewed to gain a
better understanding of the child in the school system and the teacher’s competence in the
area of autism. The child was also observed in a number of settings and administered cognitive and ability tests to examine her ability. Additionally, previous psychological
reports and childhood videos were also examined for additional insight into the family’s
life and to create a biographical sketch of the child’s life.
The responses and information were analyzed using qualitative techniques such as
coding, meaning condensation, and meaning categorization. Further analysis of the data
lead to the emergence of common themes and issues, which include: acceptance of the
diagnosis, frustration with the school and health system, a sense of family values and
expectations, perceived progress as real, and a sense of urgency for the family’s
experiences to be heard.
The findings of this study indicate that the parent’s perceived progress is likely
real, based on the perceptions of the parents, teachers, professionals involved with the
child, and the researcher’s observations. The family believes that the progress can be
attributed to the early implementation of early intervention, speech language pathology,
occupational therapy, and the family’s undying support.
This thesis attempts to make visible the need for research in the area of progress
in autistic children and the struggles that families endure along their lengthy path to
success. It allows one family the opportunity to share their experiences, attitudes, and
perceptions about the progress witnessed in their autistic child and what it took to get
there.


title: Be kind and listen: An alternative approach to pedagogy in a New Brunswick classroom

subject:
Problem children
Problem youth
Moncton alternative education centre


title: The Development and Validation of the Preschoolers’ Subjective Well-Being Scale

subject: subjective well-being

subject: psychology

abstract:
Subjective well-being (subjective well-being) is a construct comprised of positive
and negative affect, as well as a sense of satisfaction with one’s life. Presently there is no
scale designed to assess subjective well-being in preschool age children. The purpose of
this thesis was to develop and validate the Preschoolers’ Subjective Well-Being Scale.
Research into positive areas of psychology within preschool age children is sparse. The
development of such a scale as proposed in this research will help further develop our
understanding of the factors that cultivate subjective well-being in children. Twenty-six
children and their parents participated in this study. Children were administered the
Preschoolers’ Subjective Well-Being Scale and the Pictorial Scale of Perceived
Competence and Social Acceptance for Young Children. Parents completed the Positive
Affect and Negative Affect Scale on behalf of their respective children. In order to
validate the Preschoolers’ Subjective Well-Being Scale, items were subjected to
correlations with those on the other two scales, and analyses of internal reliability were
run on the three composites of the Preschoolers’ Subjective Well-Being Scale. Sex was
found to be a significant factor, and the Preschoolers’ Subjective Well-Being Scale
proved to be moderately reliable. Results are discussed in terms of sex differences in
self-concept, and limitations of the present study are explored.


title: The Effects of One-Dimensional Reasoning on Vocational Education: What if Marcuse went to NSCC?

subject: One-dimensional reasoning, vocational education,

abstract: This thesis will argue that NSCC is an ideological construct that is part of a larger apparatus of administered domination. Such a claim is highly contentious, yet I will seek to show that any critique of the college is, a-priori, designed to be unacceptable by the same administrative environment in which the college exists. This paper shall draw upon Herbert Marcuse’s theory of One-dimensional reasoning to illustrate why NSCC is a manifestation of oppression, and how this is a result of a technologically administered society that represses the act of critical thinking. I assert that when reason is no longer critical, it inhibits the ability to think in terms of abstracts or universals (justice, freedom, equality, etc.) and becomes only a tool for attainment of ends and, therefore, is a threat to learner’s agency. If there is no room, a priori, for critical thought at NSCC, what are they in truth doing there? And what does this mean for those who “choose” to attend? In short, I will initially critique the college in light of its adherence to one-dimensional reasoning, show why this is threat to agency, examine critiques that challenge this theory and, finally, attempt to reconcile these tensions.


title: Effect of Hydrothermodynamic (HTD)-Processed Blueberries on Postprandial Blood Glucose Control and Antioxidant Status in Human Adults

subject: Hydrothermodynamic technology, blueberries, blood glucose control, antioxidant

abstract:
The prevalence of diet-related chronic diseases continues to rise in Canada and globally.
Healthy lifestyle factors including healthy diets and physical activity are sustainable means of reducing risks of developing chronic diseases. Adequate intake of fruits provides health benefits due to their fiber content and polyphenols. However, conventional processing methods may negatively affect these benefits. Hydrothermodynamic technology (HTD) is a method employing the principle of Venturi cavitation that leads to collision of particles in the turbulent fluid and is used for processing of fruits and berries into puréed products. The aim of this study was to determine the effect of HTD-processed blueberries on postprandial blood glucose control and antioxidant status in human adults. Methods: 25 healthy adults 19-35 years old participated in the study. Using a randomized controlled cross over study design, the participants attended two sessions and consumed one treatment at each session.
The following treatments were used: (1) blueberry purée and white bread (196.3kcal, 11.4g sugar, 27.7g starch, 5.3g fiber, 6.8g protein, 0.23g fat), and (2) control: sweetened water and white bread (187.3kcal, 11.4g sugar, 27.7g starch, 1.8g fiber, 6.3g protein, 0.23g fat). After an overnight fast, participants arrived to the laboratory and their fasting blood was collected. The participants then consumed a treatment. Subsequent blood samples were collected at 15, 30, 45, 60, 90, and 120min after the treatment. Results: There was an effect of time (p=0.002) but no effect of treatment (p=0.17) on blood glucose over the 120min. The treatment with blueberries significantly reduced blood glucose by 8.5% at 15 min, and by 6.5% at 30 min compared to the control (P<0.05). There was no effect of treatment or time on postprandial total antioxidant capacity in blood plasma as measured using ferryl myoglobin radical-based assay. Conclusion: In healthy adults 19-35 years, HTD processed blueberry beverage consumed with a high carbohydrate meal reduced blood glucose within 30 min after consumption compared to the control with the same level of glycemic carbohydrate. The HTD-processed blueberry beverage did not affect postprandial antioxidant status as measured by trolox-equivalent antioxidant capacity within two hours.


subject: Family council, long-term care facility, Nova Scotia

abstract:
The Role of Family Councils in Long Term Care Facilities in Nova Scotia
‘Family councils’ (FCs) composed of family members of people living in long-term care
(LTC) facilities are meant to exist throughout Nova Scotia according to current provincial
guidelines. Ideally, FCs function as voluntary, democratic and self-organized groups to
bring forward the family standpoint regarding how to enhance or improve LTC systems
and procedures. They also provide advocacy on behalf of those living in LTC facilities.
Based on a small-scale qualitative study conducted using a critical theory
framework and an institutional ethnography (IE) methodology, the primary research aim
is to understand how the institutional ruling relations of the LTC system provide the
context for the formation, roles and functions of FCs at the facility level. The thesis
critically reviews selected disciplinary perspectives on family engagement with LTC
systems and describes lived experiences of FC participation in Nova Scotia LTC. It
explores intersections and tensions between LTC institutional practices and policies, and
the family activities and interests underlying FCs.
The research describes four main phases of family carework in relation to the LTC
system. It then describes some characteristics of FCs as well as positive benefits for LTC
practices resulting from the work of FCs within LTC facilities in Nova Scotia. Benefits
include: sharing information regarding licensing inspections, structure and roles in
facilities, LTC policies and regulations, and dementia care; helping facilities achieve LTC
accreditation; suggesting improvements to facility handbooks and orientation packages;
and improving practical issues such as timing of meals, resident nourishment, laundry,
furniture, recreation, communication, and staff identification.
However, the research reveals several underlying tensions in FC-facility
dynamics, based on institutional relations in the LTC system. The complexities of the
institutional setting at both the province-wide and facility levels provide the context
within which FC members seek to have their viewpoints known as well as share their
knowledge and insights as family careworkers. Five key disjunctures or tensions in FCfacility
institutional relations are noted: attracting and maintaining consistent family
participation and motivation; negotiating the balance between ‘personal’ and ‘impersonal’
perspectives on FCs; the role of facility staff on family councils; challenges of ensuring
appropriate means for information sharing by and about FCs, as well as negotiating
privacy-confidentiality concerns; and how best FC members can provide critical input on
both system-wide and facility-based procedures and policies. Description is provided of
the interplay and ambiguities of these tensions in the experiences of FC members.
Analysis involves explication of how institutional ruling relations are created and
maintained in on-going interactions between FCs and LTC facilities. The conclusion
focuses on how to critically assess the extent of ‘embeddedness’ or ‘independence’ of
existing and new FCs in relation to the LTC institutional system, combined with gauging
whether they have a ‘facility-centric’ and/or ‘family-centric’ ideological orientation.
Recommendations are provided to potentially strengthen FC capacities and skills as well
as increase respect for the unique standpoint of FC members regarding how to improve
both the Nova Scotia LTC system and individual facilities.


title: Twilight of Joy: The Spirituality of Elder Women Religious

subject: Feminist spirituality

subject: Nuns

subject: Spiritual life

subject: Aging -- Religious aspects

subject: Sisters of Charity of Saint Vincent de Paul

subject: Nova Scotia

subject: Older women -- Religious life

subject: Halifax

abstract:
Research that addresses the implications of a religious/spiritual worldview

is now relevant in clinical, academic, and policy domains. The field of

gerontology is putting greater emphasis on the challenge of understanding the

â  inner lifeâ   of the aging individual. Person-centered care and strength based

clinical perspectives are dependent on research processes that examine the

content of highly subjective religious experience. Institutional changes in health

care, social services, and pastoral care require research initiatives that challenge

stereotypical views of aging.

This study explored the complex phenomena of spirituality from the

perspective of elder women religious. The interpretive paradigm and an

ethnographic method guided research questions that centered on the lived

experiences of Christian spirituality during the aging passage. I asked nine

volunteer elder women religious to reflect upon the changes in their spiritual

perspective as they encountered the adaptive requirements of aging. Dedicated

women religious explored questions relating to the challenges and possibilities

of aging with emphasis on the spiritual dimension.

5

Jungian psychology and feminist theology provided theoretical

frameworks from which to analyze the research data. Depth psychology

encouraged exploration of intuition and metaphorical self-expression. Feminist

theology provided for a feminine sense of the sacred. Analysis included

comparison of definitions, concepts, and theory presented within the academic

literature and the subjective descriptions of the spiritual journey as understood

by the participants in this specific denominational context.

Priorities for spiritual development included a continued emphasis on

prayer, community, and service. The later years invited the respondents to a

deeper appreciation of contemplative prayer. The life-span relational orientation

to God and others persisted into the very late stages of elderhood. The

respondents welcomed new social roles that accommodated changes in physical

status. Their vitality included a positive attitude toward world, self, and others

that transcended hardship and limitations. Transcendence included acceptance of

difficulties as part of authentic human experience. Hopefulness and joy

expressed the capacity to live in the present moment with acceptance of future

uncertainties. Celebration, compassion and social justice characterized a

transformative vision.


title: The role of executive functioning in children's arithmetic calculation

subject:
Mathematics
Study and teaching
Cognition in children
Learning disabled children
Atlantic Provinces
Education
Psychology
Elementary

abstract:
The cognitive underpinnings of arithmetic calculation in children are noted to involve

working memory; however, other cognitive processes each related to arithmetic

calculation and to working memory suggest that this relationship is more complex than

previously stated. The central purpose of this study is to examine the role of executive

functioning in arithmetic calculation in children. Results suggest two important findings.

First, executive functioning emerged as a significant contributor to arithmetic calculation.

Second, after controlling for reading, processing speed, short-term memory, and

executive functioning, only visual-spatial working memory, and not verbal working

memory contributed to arithmetic calculation. Results are discussed in terms of directions

for future research on working memory in arithmetic calculation.


title: The Experience of Living in Long-Term Care for LGBT Individuals: Perspectives from Residents and Stakeholders

subject:
lesbian
gay
bisexual
transgender
LGBT
long term care
ageism
homophobia
transphobia
heterosexism
marginalization
sexual minority

abstract:
Because older lesbian, gay, bisexual, and transgender (LGBT) individuals
face challenges due to ageism, homophobia/transphobia, and/or heterosexism,
hiding their sexual identity may be a common coping mechanism to avoid
discrimination. Due to these multiple forms of marginalization, sexual minority
individuals are more likely to live alone than heterosexual individuals. They are
also at greater risk of entering long-term care (LTC) facilities where they may feel
they have no other choice but to hide their sexual identities, but little is known
about their experiences.
This study used qualitative, descriptive methodology and was guided by
the ecological perspective, minority stress theory, and intersectionality theory. Indepth,
semi-structured interviews were completed with two LGBT residents, two
LGBT activists, and two LTC workers. Interviews focused on their subjective,
personal understanding of their experiences and the experiences of LGBT
individuals in LTC.
Three themes emerged in the analysis. First, LTC residents were hesitant
to reveal their sexual identity due to potential discrimination from residents and
staff members in their facilities. Residents had heard of stories about other
residents being maltreated on the basis of their sexual orientation, and their
health-related vulnerability enhanced their fears. This feeling was validated by the
stakeholders, who had also heard similar negative stories.
Second, fear of discrimination was buffered by positive relationships with
others within and outside of the LTC facility. Support networks were important in
LTC and LGBT Individuals providing a positive environment for the residents, and this feeling was echoed by
the stakeholder participants. Access to supportive services was important, and the
participants worried about the availability of such services for those residing in
smaller cities or rural areas.
Third, the environments with which LGBT participants interacted played a
big part in their overall experience in LTC. Having to move from their home into
an institution meant they had to give up control over the timing of day-to-day
activities and who cared for them. The political climate of the LTC facility also
factored into their experiences, where living smaller, rural areas (for example)
made it more difficult to access supportive services. Finally, participants also felt
positively about the idea of having an LGBT-friendly LTC facility available,
though one had reservations about it, feeling it was unnecessarily contributing to
segregation and not dealing with the root of the problem.


title: Why teacher education?

subject: Post-secondary education - Educational studies

subject: Labour market - Halifax

subject: Labour market - Teachers

abstract:
This study investigated students’ reasons for enrolling in Bachelor of Education
courses at a time when the employment prospects for teachers in Halifax are poor. Study
participants were first-year students in the Bachelor of Education program at Mount Saint
Vincent University. 85 students were surveyed regarding their reasons for becoming
teachers, their knowledge of the economic prospects for teachers in regards to
employment, their knowledge of the Halifax Regional School Board’s teaching system
and any advantages they perceived they had over others in gaining employment. The
results of the survey were statistically analysed in order to explore the relationships
between the four areas of knowledge. The results of the analyses revealed very few
significant connections – leading to two key conclusions; firstly, students’ reasons for
becoming teachers remain quite separate from their knowledge of the teaching labor
market, and secondly, there is a lack of comprehensive research done by students prior to
enrolling. Findings of the study are discussed in relation to the implications for students,
the implications for the teaching labor market and the implications for individuals
affected by the current oversupply of teachers in Halifax.


title: Hope in Child and Youth Care: An Ecological Perspective

subject:
Youth-Serving Programmes
Child and Youth Care practice
Peer Support

abstract:
Hope involves having a direction in life, combined with external support and internal spirit, which enables people to move forward on a diversity of personal life long dreams. Too often, challenging life circumstances, contexts, labelling, and expectations lead to hopelessness and its consequences, such as a loss of dreams or life purpose.
Child and Youth Care practice is based upon caring relationships that occur within the very life context in which children and youth exist and uses an ecological perspective. Parallel ‘marginalizing journeys’ can develop within youth-serving programmes that co-join to create an atmosphere of hopelessness, to the detriment of the youth, the workers, and the organization (i.e., ‘burnout’ or ‘delinquency’). Given that youth services look to promote youths’ sense of security, self-worth, efficacy, and optimism, and that organizations and staff should also be equally secure and healthy, there is a critical need to better understand factors surrounding the role of hope and its impact upon daily Child and Youth Care practice. Other studies generally look at one group’s experiences of hope or hopelessness but little is known about how two highly interactive groups impact each other’s level of hope. Through the use of qualitative methodology this study looked to discover pertinent themes and concepts aimed at a better understanding of the dynamics surrounding the role of hope and its interactive effect upon daily Child and Youth Care practice. Focus group discussions were, respectively, held with youth and youth care staff connected with residential and/or community-based youth service programmes. Qualitative analysis of the focus group discussions resulted in the identification of four major categories. Generating Hope, Elements and Sources of Hope, Dynamics and Patterns o f
Hope, and Generating Hope, and three principal influences, Relationships and Activities,
Tensions, and Peer Support upon the daily states of hope and hopelessness, on the part of participant staff and youth. Recommendations for staff, youth, and other key stakeholders are offered to promote the development and maintenance of hope for all participants within youth care programmes, settings, and daily supportive interactions.


title: Associations between Emotional Intelligence, Personality Type, and Attitude towards Seeking Psychological Assistance

subject:
Youth
Gender Difference
Emotional Intelligence
Psychological Assistance

abstract: The primary goal of the study was to examine the relations between youth’s emotional intelligence, personality type, and attitudes toward seeking psychological assistance, in order to gain insight that may be valuable to assisting at risk youth. Youth in grades seven and nine (N=81) were asked to complete the Bar-On Emotional Quotient Inventory: Youth Version, the Myers-Briggs Type Indicator, the Attitudes Toward Seeking Professional Psychological Help scale, and a demographic questionnaire. Multiple regression analyses revealed that neither emotional intelligence nor personality type predicted youth’s attitude towards seeking psychological assistance. However, many significant correlations were found between variables. Specifically, sex differences were noted in personality type, as females had greater preference for the intuitive and feeling functions, while males preferred the sensing and thinking functions. As well, results demonstrated significant correlations between emotional intelligence variables and personality functions. In particular, extraversion was positively correlated with many facets of emotional intelligence, and feeling was significantly correlated with the interpersonal variable. As well, results of significant correlations lent support to the notion that both the EQ-i:YV and the MBTI measure what they purport to measure. Additionally, caveats of research and future directions were explored.


title: Nursing and the Great War: The Working Professional


title: Job Satisfaction of Early Childhood Educators in Nova Scotia and Their Perceptions of the Current Daycare System in our Province

subject:
Education
Child care services
Public opinion
Early childhood education
Child care workers
Attitudes
Nova Scotia
Job satisfaction
Teachers

abstract: A well compensated early childhood workforce, who are valued and respected by society, is the key to ensuring quality early childhood care. Teaching staff wages, work satisfaction, adult-child ratio, teacher’s level of education and auspice are direct predictors of program quality (Doherty et al, 2000). However, the reality of the childcare sector is one of low wages, minimal benefits and very little respect and recognition from society. Job satisfaction of early childhood educators in Nova Scotia and their perceptions of the current daycare system within Nova Scotia were investigated. Sixty-six early childhood educators from across Nova Scotia participated in the study, fifty-nine percent (59%) of educators worked in not for profit centers and 30.1% of participants were employed by for profit child care centers. The researcher-developed survey investigated participants’ perceptions of their current work situation, their ideal child care setting, and the areas that need to be addressed to ensure quality care for children in Nova Scotia. Both Likert and short answer question formats were used on the survey. Results indicated significant differences in the experience and education level of participants from not for profit and for profit child care centers. With participants from not for profit centers being more experienced and having a higher level of education. The majority of early childhood educators (60.9%) work 31 to 40 hour work weeks and many are making wages that are close to or below the poverty line. Only 15% of participants have pension plan options within their work place. Forty percent (40%) of educators receive 45 minutes or less of personal break time and over 50% of participants indicate they use their personal break time in order to fulfill job requirements. Over ninety percent (90%) of participants indicated their workplace provides them with professional resources/books, and resource/materials for programming benefits and opportunities for professional development. However, very few educators (12.5%) receive time for programming and of the 90% who have opportunities for professional development; only 74.2% receive some financial assistance to access such opportunities. Results indicated that early childhood educators feel that society as a whole devalue the early childhood field and provide no recognition for the crucial job early childhood educators do. As well, educators indicate that they feel that the government does not recognize the value of early learning or the benefits that quality child care brings to our young children. Participants of the current study felt that the governments’ actions are not supportive of creating quality childcare centers as the province has low standards that are inadequately maintained and lacks in funding. When asked outright if they are satisfied with their job, over eighty percent (82.3%) of early childhood educators agreed that they were satisfied with their current job. When looking deeper, results indicate that early childhood educators are in fact, unsatisfied with many facets of their current workplace conditions. Educators indicated that their work place provided unfair wages and benefits, did not provide adequate time for programming, had a philosophy that differed from their own and workplace relationships that were far from their ideal. The results of the current study were in line with those of previous studies, highlighting the delicate interplay between structural, contextual and process quality elements that affect the quality of early childhood programs. The results also demonstrate that these elements affect and are affected by the job satisfaction of early childhood educators, thereby recognizing that the job satisfaction of early childhood educators plays a significant role in the quality of care that early childhood programs are providing. These factors; work place conditions, policy/societal recognition, and auspice, which influence an employee’s level of job satisfaction, do not operate in isolation but instead interact with and impact each other. Results indicate that early childhood educators continue to work in a field that is undervalued and unfairly compensated for the work they do. The reality of the child care sector sadly continues to be one of low wages, minimal benefits and very little respect and recognition from society. These results speak to the need to address the personal, financial, and policy issues facing early childhood educators in Nova Scotia to ensure that early childhood educators are recognized and compensated fairly and that high quality education becomes the norm instead of the exception.


title: Early Literacy Experiences of Punjabi Children in

subject:
Primary education
Punjabi children
Brampton, Ontario
Literacy

abstract:
This study examined the perspectives and experiences of Punjabi parents of sending their

children to school in Brampton, Ontario. The data was analyzed in terms of the

differences in socio-cultural practices that impacted the integration of Punjabi children in

the 'westernized'   school culture of Ontario. Cultural differences in students within a

dominant school discourse are often misunderstood or misinterpreted as impoverished

skills and knowledge. Consequently, children whose skills are not congruent with that of

the mainstream culture are seen as less successful and they have to make substantial

efforts to 'integrate for success'   in the school discourse. Qualitative semi-structured

interviews were conducted with a small parent sample drawn from the Punjabi

community from the researcher's Grade One class. The analysis highlighted three themes

in terms of socio-cultural differences: cultural models, social identity, literacy traditions;

that reflected aspects of the Punjabi ethnic culture which were consistent with, or deviant

from, the mainstream school culture. The study reflected on the social and educational

realities that Punjabi children brought to school and concluded that their perceptions,

knowledge and skills shaped by their early enculturation into the Punjabi community can

facilitate or inhibit their enculturation into the 'westernized'   school culture. The findings

are helpful in giving a better understanding of the challenges Punjabi children face when

adapting to the new dominant school discourse in Ontario.


title: Examining Relationships Among Students' Perception of an Authoritative Organizational School Climate, Adolescent Competency, and School Roles and Responsibilities

subject: Self-confidence in adolescence -- Canada

subject: Classroom environment -- Canada

subject: High school students -- Canada -- Psychology

subject: School management and organization -- Canada

abstract:
The purpose of this study was to examine students' perception of their school climate as

well as the characteristics and benefits of an authoritative school climate. Participants

were students in a high school in Eastern Canada. This quantitative study employed

questionnaire surveys for collecting data. Results demonstrated significant relationships

between an authoritative school climate and student self-esteem, school engagement, and

students' perception of independent academic problem solving. Also, the strength of the

relationship between an authoritative climate and students' perception of positive peer

evaluations approached the level of significance. Students indicated that in an

authoritative school climate, the majority of the school responsibilities were perceived as

being taken on primarily by either their peers or themselves. Recommendations for

school-wide changes that may foster authoritative school environments are provided.


title: The Pink Dumbbell Problem: A Feminist Analysis of Gender-Specific Fitness Myths

subject: Fitness myths, fitness instruction, gender

abstract: This thesis explores the concept of Gender-Specific Fitness Myths (GSFMs) as identified by certified fitness instructors in Nova Scotia, Canada. Thirty-one certified fitness instructors participated in a survey about whether they did, or did not, experience workplace interactions that were rooted in incorrect and gender-biased information. The information participants provided on their own age, gender, and which fitness certifications they have revealed there is no one group of fitness instructors that has had more or fewer of these experiences than any other. Qualitative analysis of their responses revealed several themes in which GSFMs could be categorized and analyzed for origin and meaning. The survey responses also indicate that fitness instructors who are aware of and able to recognize GSFMs are responding with appropriate pedagogical strategies, but that they are also seeking more resources to do this. This research concludes with a series of recommendation that could improve access to physical activity spaces for girls and women.


title: The 'Poem'   as Beginning for a Community of Inquiry

contributor:
Forrest, Michelle
Walsh, Susan

subject:
Reader-response
Education philosophy
Education (Junior high school)

abstract: This research examines the Philosophy for Children (P4C) program and teaching about emotions. It highlights how I composed a fantasy text for 10-12 year-old children to facilitate philosophical discussion about emotions and their relationship to making judgments. It also addresses Transactional Reader Response theory, and examines how an aesthetic stance when reading this fantasy text can be used as a starting point for the process of a community of inquiry. By combining Transactional Reader Response theory and Philosophy for Children teaching methods, children are provided with an opportunity to obtain insights into self and others through an exploration of their felt experiences with the text.


title: The Everyday Lived Experiences of People with Cervical Dystonia: A Qualitative Approach

subject:
Lived Experience
Cervical dystonia (CD)
Chronic Neurologic Disease

abstract: Cervical dystonia (CD) is a chronic neurologic disease which has been extensively studied in terms of diagnosis and treatment and treatment outcomes. The resulting psychological manifestations of chronic diseases is well- documented. The majority of the studies on CD take a post-positivist quantitative approach therefore there is a lack of rich descriptive research done in this area from the perspective of the person living with this disorder. The aim of this study is to add to the body of literature on CD by providing a description of the impact that CD has had on the lived experience of people with CD. This was accomplished by performing two open-ended long interviews with people with CD. The data was transcribed verbatim and analyzed using thematic analysis looking for key themes relating to the impact of CD on lived experience in their daily lives. It was found that CD greatly impacted the participants’ daily lives in terms of limitation of activities because of social embarrassment, pain and physical limitations. Those with more severe CD were most impeded in their activities of daily living but over time were able to make adjustments in their lifestyle to accommodate their disease and find deeper meaning in everyday experiences.


title: Self-Regulation and Sexual Risk Taking: Exploring Factors Influencing Sexual Health Behaviour

subject: Sexual risk taking, sexual health, sexual health knowledge

abstract:
Research has illustrated that much remains unknown about why young people choose to
engage in risky sex behaviours but has demonstrated that the acquisition of sexual-health
knowledge, in isolation, has been limited in influence. This study was designed with the
goal of gaining additional insight into the processes and mechanisms that complement or
hinder the efficacy of knowledge-only approaches within a Social Cognitive Theory
framework. Archival data from 4,177 female undergraduates, drawn from a consortium
of universities across Maritime Canada, were analyzed to assess differences between
“cautious” and “risky” groups on a number of constructs. Two measures of peer norms
were utilized as moderators in binomial logistic regression models. Contrary to
prediction, higher levels of knowledge were associated with greater sexual risk taking
and social support failed to predict group membership. Greater levels of negative affect
were, as hypothesized, related to membership in the risky group but predictive power was
attenuated in those reporting peer norms that supported recreational sex and less concern
about safer sex. Overall, findings provide further support that knowledge-only
approaches are, at best, of limited effectiveness in reducing risky sexual behavior and that
a need remains to further explore individual differences should we wish to gain greater
insight. In considering those individual differences, these findings suggest that one’s
perception of the values of peers may eclipse more traditionally measured psychological
variables. Stated differently, those who provide professional services to youth at risk may
want to consider interpersonal factors as more important than the intrapersonal context.


title: Spousal Support and Post-traumatic Growth (PTG) among Canadian Armed Forces (CAF) Veteran Couples

subject: Post-traumatic growth, Canadian Armed Forces, veteran couples, post-traumatic stress disorder,

abstract:
Post-traumatic growth (PTG), positive psychological change developed through managing highly stressful experiences, is gaining empirical attention in the military context. This complements well-established research showing a negative psychosocial impact of military service-related post-traumatic stress disorder (PTSD) on Canadian Armed Forces (CAF) Veterans and their family, particularly spouses/partners. Three salient limitations exist in PTG research among CAF Veteran couples living with military service-related PTSD. First, PTG research is scarce in the Canadian military context; thus, little is known about this phenomenon among CAF Veterans and their spouses/partners. Second, spouses/partners have been identified as a valuable social resource in the development of PTG; however, the spousal support mechanisms involved in this process are unclear. Third, international research suggests that military spouses/partners may experience PTG as a result of living with PTSD in a couple relationship, yet this possibility has remained unexplored in a Canadian military context. The purpose of this study, informed through interpretive theory, is twofold: (1) to learn how PTG has been experienced among CAF Veteran couples who are living with service-related PTSD and (2) to examine the role of spousal support in the development of PTG among CAF Veteran couples.
Two questions guided this qualitative study: (1) how has PTG been experienced within the couple relationship for CAF Veterans living with PTSD and their spouse/partner? (2) how have social processes within the spousal support system fostered PTG? Narratives of nine spouses/partners of CAF Veterans, living with service-related PTSD, were collected individually through in-depth, semi-structured interviews. Interviews were taped, transcribed and thematically analyzed using open, axial and selective coding techniques adopted from grounded theory methodology. This analysis was supported by MAXQDA computer software.
Results showed that formal support resources at the community level are necessary for PTSD healing among CAF Veterans couples at the home level. Spouses/partners were vital for facilitating access and continued engagement with community level resources through their provision of emotional, instrumental, informational and appraisal support enacted through three key roles, caregiving, managing and cultivating, over the course of healing. Adaptive processes within the spouse/partner, such as positive outlook and determination, helped maintain the spousal support process; in turn, adaptive processes within the couple relationship, such as problem solving and communication skills, ensued from the spousal support process. Together, these personal and dyadic adaptive processes reinforced the relationship between spousal support and the development of PTG in spouses/partners and the couple relationship.
As understandings of PTSD evolve, this inquiry is both timely and essential as it expands the focus of research to include positive outcomes for CAF Veteran couples. These perspectives hold significance for the advancement of strength-based programs and services that will foster optimal social health and well-being for CAF Veterans and their families. Furthermore, these programs/services should target spouses/partners more directly given the crucial role they play in the healing process for CAF Veterans living with PTSD and to ensure spouses/partners can maintain their own well-being throughout their supportive role.


title: A focus group of adolescents with ADHD: Perceptions of their social, emotional and academic lives in both public and independent schools

subject: Public opinion

subject: ADD

subject: Nova Scotia

subject: Adolescence

subject: ADHD

subject: Attitudes

subject: Attention deficit/hyper-activity disorder

subject: Children

subject: Attention deficit disorder

abstract:
A focus group with five adolescents from an independent school for students

with learning disabilities and Attention Deficit/Hyperactivity Disorder (ADHD),

Special Needs Private School, was conducted to gain a better understanding of the

social, emotional and academic lives of adolescents with ADHD. All participants had

been diagnosed with ADHD for at least four years and had been attending the Special

Needs Private School on average for two years and seven months. Themes discussed

were bullying, feeling different, making friends, school success and knowledge of

ADHD. The participants experienced bullying at their past public schools and current

school. They discussed how they were bullied physically, verbally and emotionally

and how some of them retaliated against their bullies. The participants discussed how

they felt different than their peers and how others perceived them as Ã Â¢  weirdÃ Â¢   and this

resulted in difficulties with making and keeping friends. Participants discussed

having an easier time with the academic aspects of school now that they attend the

Special Needs Private School. Furthermore, participants lacked knowledge of their

diagnosis of ADHD. Transcripts were then interpreted using StromÃ Â¢  s (1980) basic

human goals: rootedness, proactive and identity. In general, participants discussed

having many of the same challenges that all adolescents encounter.


title: An Exploration of Mothers’ Personal Experience with Food and Meal Preparation,and the Meaning within the Family Environment

abstract:
Food choices are complex and multi-factorial. The environment in which one lives and
grows plays an important role. As the culture and social norms evolve, changes are
created in food habits. In particular, significant changes such as the increase in
convenience foods and the increase in working mothers have had important impacts on
the family meal. Studies have shown both the benefits of preparing foods at home and
eating together as a family. The consequences of regularly eating foods prepared outside
the home are thought to contribute to Canada’s increased obesity problem. Within the
family, women have traditionally performed many roles with meal preparation. Work
and family roles may conflict and new challenges may arise when both parents are in
paid employment. Researchers have speculated that this has contributed to the increase
in convenience foods.
A qualitative design was used with in-depth face-to-face interviews. Participants were
recruited through convenience sampling. They were mothers of children who attended a
cooking class program. There were ten interviews conducted; two pilot, one dropped out,
leaving seven final interviews. Interviews were held during the summer of 2008. They
were audio-taped and transcribed verbatim.
The research aimed to explore mothers’ experiences with food and meal preparation, to
identify the meaning she ascribes to her experiences and challenges that exist in
preparing a homemade family meal. MaxQDA software was used to code data and look
for developing themes. The approach taken to examine the interviews was a
phenomenological approach to understand the behaviours of the mothers. The social
ecological theory was used to analyze and interpret the findings concerning the
environmental influences and connections to the mother’s behaviour.
Three main themes were identified: Constructs of the Meal, The Mother’s Roles, and
Food Choice Influences. The Constructs of the Meal revolves around how the mother
was motivated to make the meal happen, important processes she wanted carried out, and
purposes associated with the meal, such as connections she wanted to make with her
family members through sharing the meal. The Mother’s Roles identifies her own and
others meal preparation duties (the roles she played within the family structure and
outwards), experiences from her past, challenges that she had revealed and her thoughts
about children learning food skills. Food Choice Influences discusses how certain factors
can impact how she chooses foods and meals for her family, such as family food
preferences, health, costs and the convenience of some foods. These findings capture the
complexity that is involved in preparing a family meal; concerns for health, price,
preference, tastes and timing can be counter-intuitive to each other. The task of
providing a pleasing, nutritious meal can be very stressful and requires time for planning
and preparing. Interviewed women wanted additional support from their husbands and
often struggled with ideas of what to serve.
Messages, from health professionals and others who work with families, that encourage
family home-cooked meals may benefit the family nutritionally and socially. Families
require extra support to prepare foods at home. Support could be given through sharing
quick but healthy dinner ideas and educating families about the benefits of involving their
children in the meal preparation process. Families should be encouraged to eat together.
If employers can understand their ability to support families by allowing flexible work
schedules, perhaps working mothers can flex their schedule around meal time. The
evening meal emerges as the most important meal for connecting and sharing as a family.
For those who work closely with families, understanding the challenges that may exist
around meal preparation for families is relevant and helps to guide families in making
appropriate food choices. Support to develop cooking skills, including preparing foods
ahead and planning techniques are other ways to make food preparation easier. These
women felt it was important for their children to develop food skills, and therefore having
facilities and individuals who can teach cooking programs to children is another form of
supporting families through a social environment. The cooking program their children
attended was funded through the government; this could be a means of providing the
opportunity for children to learn food skills without financial reservation.


title: Teacher knowledge of behavioural interventions for students with ADHD: A scoping review

subject: Attention Deficit Hyperactivity Disorder

subject: ADHD

subject: Behavioural interventions

subject: Teachers

subject: Pre-service teachers

subject: Scoping review

subject: School psychology

abstract:
This study examined the existing literature of teacher and pre-service teachers’
knowledge of behavioural interventions for students with ADHD. Five hundred ninety-seven
peer-reviewed studies of teacher knowledge of behavioural interventions for
ADHD conducted in the last 15 years were searched, with nine studies meeting inclusion
criteria. Based on findings from included articles, three major themes emerged: (1)
teachers have varying levels of baseline knowledge about ADHD and its treatment; (2)
teachers are more likely to use less intensive behavioural management strategies (e.g.,
preferential seating) or passive instructional approaches (e.g., modifying language used
for instruction) than more intensive strategies; and (3) teachers are more likely to use
instructional strategies (e.g., extra time) rather than behavioural interventions (e.g., token
economy) to manage the classroom behaviour of students with ADHD. Implications for
implementation of behavioural interventions in the classroom are discussed along with
implications for school psychology practice.


title: Key elements of effective mentoring in short-term practicum placements for American Sign Language/English interpreting students

subject: Psychology, coaching, practicum placements

abstract:
Framed within the field of the psychology of coaching and mentoring, this study
looks closely at five professional interpreter and four student experiences with practicum
placements for student interpreters preparing to graduate from a diploma program at the
Nova Scotia Community College in Dartmouth, Nova Scotia. Results suggest that
principles of the psychology of coaching and mentoring apply even in short-term
placements, especially when students have had previous placement experience; that
students who exhibit greater self-efficacy and an internal locus of control perceive
placement experiences more positively, even when faced with challenge and conflict; that
interpreters come to the mentoring experience aware of the potential benefits to
themselves and to the field and that they would benefit from more opportunities to
develop their ability to guide and mentor students.


title: The Interrelationship amongst Depression, Loneliness, Self-Regulation, and Academic Achievement in Canadian and International Students

subject: International students, Canadian students, academic achievement, depression, anxiety

abstract:
Background: The number of international students in Western universities was estimated to be 7.2 million (CBIE, 2017, 2018) or 8 million in 2025 (Quacquarelli Symonds, 2020). In Canada, this number was 642,480 on December 31, 2019 indicating a 13% increase over 2018 (CBIE, 2020a). This unique historical trend in most Western higher educational systems has engaged researchers’ attention locally and globally. Although, few studies were recently focused on the different economical, educational, and psychological aspects of international students in Canada (Smith, 2016; Sondhi, 2014) or in the other Western countries (Migration Advisory Committee, 2019; Muller & Daller, 2019; Poyrazli, 2015), the literature review revealed that there are several disparities or gaps among those studies that have particularly focused on depression, loneliness, self-regulation, and academic achievement in international and local students in Western countries.
Some of these gaps include the lack of replication, ignoring the direct and mediating roles of the above-noted factors in academic achievement, and the lack of comparative studies to explore differences/similarities in International and Canadian students. Also, previous studies were not focused on the interrelationships between and the predictive roles of depression, loneliness, and cognitive regulation in educational performance. Moreover, they had scant attention to the impact of university influencers, involvement, and social connectedness on academic function in relation to above-noted psychological factors.
Purpose of Study: To reduce some of these disparities among the literature, the research questions revolved around the predictability of academic achievement through university influencers, academic involvement, social connectedness, depression, loneliness, and self-
2
regulation. In addition to exploring path models to explain academic achievement, the differences and similarities between International and Canadian samples were examined.
Method: Based on statistical methods (Meyers, Gamst, & Guarino, 2006; Krejcie & Morgan, 1970), 427 Canadian and International students aged 19 to 37 years old attending MSVU participated in this study and completed five questionnaires/scales. These questionnaires include the Research (Demographic) Questionnaire, Kutcher Adolescent Depression Scale - 11, R-UCLA Loneliness Scale, Cognitive Emotion Regulation Questionnaire (CERQ), and Academic Self-Report Questionnaire. Multiple regression, ANOVA, MANOVA, path analysis, and some other parametric and non-parametric statistical procedures were used to answer the research questions.
Results: The research revealed several findings such as higher levels of loneliness, adaptive self-regulation, connectedness to faculty, and involvement in social activities in International samples. As well, lower levels of academic achievement in International samples and some other differences were found. Loneliness, depression, social connectedness, and university involvement could predict between 20% and 28% of variability of academic achievement in both groups of samples. Path analysis showed an appropriate model to explain depression as a significant mediating factor in academic achievement. Implication: Several recommendations and implications for mental health practitioners, educators, educational policy makers, and future researchers were discussed.


title: The Effect of Promoting Alternative THinking Strategies on Social Competence and Reading Achievement in Elementary School Children

subject:
Elementary school
Social Emotional Learning intervention
aggressive/disruptive behaviours

abstract:
This study examined the effect of the Promoting Alternative Thinking Strategies universal
intervention on measures of social competence, word identification and word attack in elementary
school children. This study constituted the first analysis of data collected in the Socially and
Emotionally Aware Kids study and included data from the first of four years of the project.
Ninety-eight participants spanning grades primary to 2 at the study’s inception (mean age = 80.25
months) participated in the present study. Participants in the intervention condition (n = 57) were
included in the PATHS Social Emotional Learning intervention for 14 months. Students were
compared to same-aged controls (n = 41) on measures of aggressive/disruptive behaviours,
attention, and social-emotional competence as well as word recognition, and non-word reading.
No effect of the intervention was demonstrated through analysis of variance (ANOVA). Both
intervention and control students realized significant gains in attention/concentration, and socialemotional
competence over the 14 month time span. Both intervention and control participants
demonstrated a significant change in scores on both reading achievement tasks over time.
Regression analysis demonstrated a significant contribution of aggressive/disruptive behaviours
to word-recognition skills concurrently at pre-test.


title: Understanding How School Communities are Addressing Issues Related to Food Insecurity in Rural Nova Scotia

subject:
Food insecurity
Children
Schools
Rural
Nova Scotia

abstract:
Background: In 2012, 17.5% of households in Nova Scotia reported experiencing food
insecurity. For households with children under the age of 18, food insecurity reportedly affected 21.2% of the Nova Scotian population in this same year. For students and families experiencing this reality in Nova Scotia, living in poverty has been shown to negatively influence food accessibility and dietary intake, which can contribute to poor health and weight status, especially for children. While the province has many nutrition and health-related initiatives in place and recognizes the need to create supportive health environments for all residents, limited information about how to create such environments exists. This is especially true for students and families experiencing food insecurity in rural areas of the province.

Purpose: This thesis explicated the social relations, social organizations, forces and factors, values, beliefs and ideologies, and ruling elements related to food insecurity within rural NS through gathering experiences and stories from parent participants and school community participants from two elementary school communities in Eastern Shelburne County. This assisted with understanding how school communities are addressing issues related to food insecurity in rural Nova Scotia, including how school communities can support students and families who experience this issue to achieve food security.

Methods: The design of this qualitative study was largely rooted in tenets of Institutional
Ethnography. Two elementary school communities within Eastern Shelburne County were the primary sites of interest. Data collection involved individual interviews with parent and school community participants, document review, and to a lesser extent, a reflection of the researcher’s personal experiences and observations. Bronfenbrenner’s Ecological Model and tenets of Institutional Ethnography were used to inform data analysis and interpretation.

Findings: The findings of this thesis captured the daily, lived experiences of food insecurity for students and families, along with the perceptions of food insecurity as shared by individuals who, through their work with elementary schools and community-based organizations within the school community, support these students and families. These accounts revealed that there are various types of social organizations, and forces and factors that exist within the school community that maintain efforts to support students and families who experience issues related to food insecurity through ruling elements that carry ideological messages about nutrition and health. These findings revealed that food affordability, food availability, food accessibility, and the use of food-related supports are the primary social relations related to food insecurity most often influenced by social organizations, and forces and factors that exist within society. Ultimately, this research highlighted how and why food insecurity works within these two school communities of Eastern Shelburne County and how various forces and factors within each school
community influence the food-related decisions/behaviours made by individuals and families.

Conclusions & Recommendations: Rural residency, low-income, and lack of access to personal and/or public transportation are the primary issues that shape the social relations and coping strategies related to the experience of food insecurity. Social organizations including elementary schools, charitable food assistance programs, social support networks, and financial assistance programs are supports used by students and families who experience issues related to food insecurity. Many of these social organizations use ruling to govern the food-related decisions/behaviours made by students and families who experience issues related to food insecurity.

In order to create more supportive environments in Eastern Shelburne County for these students and their families, various forces and factors, and social organizations within these school communities and our society must be provided with opportunities to learn about the reality of food insecurity and recognize how the ways in which they impart ruling or promote food-related ideals impact those who struggle with food insecurity.


title: See Me, Hear Me ... Queerly Visible: Conversations about family and school with non-heterosexual parents and their children

subject:
Arts informed research
Homosexual parents
Queer visibility
School Children

abstract:
This thesis explores the schooling experiences of non-heterosexual parents and their children. It incorporates a multi-layered narrative and arts-influenced methodology to interrogate issues surrounding silence and queer visibility within a school setting. Leveraging visual arts and performance as both a means of data generation and data representation, this research illustrates how dominant cultural practices and narratives surrounding school and family perpetuate heteronormative ideology, while excluding and silencing non-heterosexual parents and their children.
These claims are based on analysis of schooling and family stories as represented by parents and children. The stories were generated by employing a multi-layered narrative arts-based research methodology that was derived from narrative inquiry, arts-informed research methods, and a/r/tography. Using queer theory as a theoretical frame and at times a foil, the dissertation problematizes the normalization of school and family both within the school system and the larger community. This research employs queer theory to question and disrupt assumptions about non-heterosexual parents and the queer families they construct.
The dissertation rests on the invisibility of non-heterosexual identities both within a school and family context and interrogates what happens when school life and home life are incongruent to one another. The stories represented within this thesis provide a window into the experience of parents and children who on a daily basis run the risk of not being ―seen‖ by their teachers, school administrators, and the broader school community.


title: More than a Meal: Senior Women Connecting Through Food in a Community Space

subject: Senior women, community, food engagement


title: Challenges in LGBT Inclusion in Nova Scotia’s Family Resource Centres

subject: LGBT, family resource centres, Nova Scotia, family life education

abstract:
Lesbian, gay, bisexual, and transgender (LGBT) families are increasingly benefiting from legal recognition and social visibility in Canada. However, historic discrimination of and lingering negative societal attitudes towards the LGBT community have led to LGBT families who are typically reluctant to access services. Family resource centres (FRCs) provide family life education (FLE) and services to families in Nova Scotia, and they need to ensure that their services are inclusive of this population. This research explores if and how these centres are attempting to include LGBT families in their FLE programming.

This study was guided by the critical paradigm and used both quantitative and qualitative methodologies. First, employees from 15 of the 38 FRCs in Nova Scotia participated in an online questionnaire that explored the current state of inclusion of LGBT families in FRCs through an exploration of existing LGBT resources, organizational policies, and organizational culture. Then, semi-structured interviews were conducted with six FRC employees to explore the roles of FRCs in creating and maintaining LGBT inclusion. Feminist, queer, and conflict theories shaped the research design, data collection, and analysis.

Online questionnaires illuminated that some inclusion efforts were actively underway in many centres with respect to resources, policy, and collaboration with LGBT organizations. Five themes were identified in the semi-structured interviews: (a) challenges faced by LGBT families, (b) challenges faced by FRCs in fostering inclusion for LGBT families, (c), whether or not special programming for LGBT families is needed in FRCs, (d) specific support needed for LGBT families to feel welcome in FRCs, and (e) the need for LGBT education within FRCs. These findings have implications for FLE practice within FRCs in fostering LGBT inclusive programming and services.


title: The Current Status of Early Interventionists in Nova Scotia: Perceptions of the Profession

abstract:
Early intervention has existed as a profession in Nova Scotia for over thirty years.
The early intervention programs have history in community, founded on grass roots need
for services for young children with special needs and their families. Models of service
delivery have been based on legislated services in the United States of America as well as
other provinces in Canada who have established provincially guided early intervention
programs. Nova Scotia has adapted historical and current practice information to the
unique demographics and need in the community. The early intervention programs
enhance their practice by accessing ongoing research on the efficacy for children and
their parents and adapt accordingly, striving to provide quality services that are
responsive to need and adhere to best practices. Although much effort and energy is
devoted to services delivery over the years, the profession of early intervention itself is
still in its infancy. It is virtually unknown in the community as a profession in its own
right. Those practicing in the field have established a professional title, developed
guidelines for practice, and initiated a professional association that supports a Code of
Ethics. The move towards professionalism has created a need to look further into the
establishment of a recognized profession strengthened by partnerships with government
and community stakeholders.
With the aim of exploring and better understanding the current status and
perceptions of the profession, the current research undertook a blend of quantitative and
qualitative research through the use of a survey and analyzed focus group and/or
individual discussions with a range of partners. The surveys were sent to the fifty-seven
early interventionists working in recognized early intervention programs throughout
Nova Scotia. Data from the survey was analyzed and tabulated using percentages, means
and range. The five focus groups and/or individual interviews were conducted involving
feedback on and perceptions of the profession from parents, educational institution
representatives, professional partners, provincial representatives, and early
interventionists practicing in the field. The parent and early interventionist groups
included representation from urban and rural settings. Each group or individual interview
was audio taped and transcribed for analysis. Using a modified grounded theory
approach, the subsequent data was organized into five main categories or themes for
discussion: Experience with Early Intervention, Perceptions of the Profession, Role of an
Early Interventionist, Training and Future of Early Intervention.
In most cases, the participants’ experience and perception of early intervention as
a profession and service was positive. The topics of role, training and the future provided
much more opportunity for discussion and feedback resulting in a wide variety of
responses. Participants spoke clearly of the need for a higher profile and community
awareness of early intervention, supporting the need for standards in pre and post service
training as a starting point for role clarification and professional identity. Conversations
on legislation and provincial support varied from a necessary requirement to a hands off
approach, leaning towards a more active role of the professional association in the
development of credentials and regulation of the profession. Many participants, including
the parents alluded to the need for more resources and provincial leadership in enhancing
existing services. Forecasts of the future ranged from cautious optimism to fear. Changes
in models and a fragile economy were identified as key factors in the future of early
intervention in the province. All participants agreed that early intervention as a profession
and service was valued and viewed standard credentialing, regulation of the profession
and increased awareness as essential next steps. Recommendations for stakeholders and
early interventionists are offered with the intent that this information will be used to
support the further establishment of the early intervention profession in the province of
Nova Scotia.


title: Senge's Learning Organization: Democratic Transformation or Neoliberal Practice? Identifying the Contradictions and Conflicts

subject:
Intellectual capital
Organizational effectiveness
Organizational learning

abstract:
Peter Senge's "The Fifth Discipline"   offers hope for the democratic

transformation of modern corporations into learning organizations. This vision sees

corporations as true citizens of the world, deeply aware of the effects of their decisions

on their members, communities, and society at large. Senge acknowledges that existing

structures stand in direct opposition to the principles of the learning organization and

provides a theoretical framework to enable the required transformation, but does not

adequately deal with them in practice.

This thesis explores the power structures of the traditional corporation in order to

identify the contradictions between the democratic principles of the learning

organization and the neoliberal practices of the corporation. This demonstrates how the

learning organization discourse is ultimately being interpreted and used to increase

productivity from workers to the continued exclusive benefit of the professional

managerial class, the de facto rulers of the modern corporation.

Through the Foucauldian lens of governmentality, the power relations in large,

publicly-traded corporations are laid bare, thereby showing where the true power is held

in the organization. This provides an analysis of who will control how the learning

organization is practiced in this context.

Finally, you will be provided with a precise explanation of the structural reasons

that the implementation of the learning organization's democratic ideals can and do fail

in modern corporations. Ultimately, the failure of Senge's "Fifth Discipline" to deal

with these structural barriers leads to the learning organization being used as a

management tool rather than as a fundamentally transformative practice that

encompasses democratic reform.


title: University Students’ Eating Behaviours: Implications for the Social Cognitive Theory

contributor:
Mann, Linda
Blotnicky, Dr. Karen

subject:
dietary habits
social cognitive theory
social-cognitive constructs
partial least squares

abstract:
University students have long been known to have poor dietary habits, consuming a diet low in vegetables and fruit, but high in high fat and snack foods. Theoretically based dietary interventions can be effective in altering these behaviours, however theories such as the Social Cognitive Theory (SCT) are often deemed as too broad to be applied to a specific population, requiring testing and refinement. As such, this thesis used a conceptual model of the SCT to assess the effectiveness of social-cognitive constructs in explaining the dietary outcomes of a sample of university students. This quantitative research utilized secondary data from the Student Meal Study, in which 188 university students were surveyed on their eating habits, out of which social cognitive constructs were developed, and their dietary intake, as per Canada’s food guide. Eight hypotheses were tested by inserting the social-cognitive constructs into a conceptual model of the SCT, and analyzing the model using Partial Least Squares regression per each food group of interest. The following relationships, pertaining to social-cognitive constructs leading to a dietary outcome of interest, were found to be statistically significant at the 0.05 level of significance: i) Self-Efficacy leading to an increased intake of Fruits and Vegetables; Grains; Meat and Alternatives; Milk and Alternatives; and Foods to Limit; ii) Situation leading to an increased intake of Fruits and Vegetables; Grains; Meat and Alternatives; Milk and Alternatives; and Foods to Limit and; iii) Behavioural Strategies leading to an increased intake of Fruits and Vegetables and; Grains. Regarding constructs that do not lead to dietary outcomes, the following relationships were found to be statistically significant: i) Self-Efficacy leading to increased Behavioural Strategies; ii) Self-Efficacy as leading to Outcome Expectancies and; iii) Situation as leading to increased Self-Efficacy. The thesis resulted in a refined conceptual model of the SCT
specific to the target population, and supports the appropriateness of using the SCT as a framework for developing dietary interventions for university students. Practical implications focus on the development of nutrition interventions as guided by the SCT that simultaneously focus on enhancing students’ self-efficacy for healthy eating as pertaining to all food groups, while increasing their access to healthy food and decreasing availability of foods to limit, and enhancing their behavioral skills for preparing certain foods, specifically vegetables and fruits and grain products.


title: A community united? Understanding the role of gender and sexuality in the Queer Community

subject: Lesbian, Bisexual, Gay, Transgendered, Queer (LGBT) community

subject: Social groups

subject: Queer liberation

abstract:
Excerpt from introduction: "Every year in June, communities all around the world stop to celebrate the
anniversary of the Stonewall riots that occurred in New York in 1969. When the police
raided the Stonewall Inn, a gay bar, that fateful night, queer men and women rebelled
against the authorities and created a massive stir in the city for days afterwards. This
famous event is world-renowned and has even been referred to as the “…birth of the gay
liberation movement” (Hall, 2010, pp. 546). While nearly everyone is aware of the
Stonewall riots, they are especially important to members of the lesbian, gay, bisexual,
transgender, and queer community (LGBTQ), as they signify the turning point from
secrecy and oppression to openness and acceptance. However, the LGBTQ community is
not a homogenous one, and the riots and other liberation movements have affected
members in vastly different ways. Although the term “community” connotes a certain
sense of solidarity and togetherness, past research has shown that this may not be the
reality, as LGBTQ members have been found to judge other members based on factors
such as gender identity, gender performance, or race (Berkowitz, Belgrave, &
Halberstein, 2007; Giwa & Greensmith, 2012).

Therefore, I have chosen to explore how queer men, queer women, and transidentified
individuals perceive and negotiate the gender order of the community. In this
same context, I am also interested in determining the extent to which a sense of male
privilege exists within this community. My aim is to contribute to the literature that
relates to the LGBTQ community and how members of that community perceive and
interact with fellow, but differently identified, members. It is important that we promote
acceptance between LGBTQ members as well as the acceptance of LGBTQ members if
we are to continue to progress. There are still tensions and struggles that exist within this
community, and progress is not a naturally occurring movement, nor is it ever
guaranteed. It is easy to look back and think that women would have been allowed to
vote and formal segregation would have ended at some point, regardless of the effort put
into these movements. This is certainly not the case, and the same can be said about the
queer liberation: it is not an inevitable or linear movement and it cannot be treated as
such."


title: Nursing Students’ Exposure to Interprofessional Education Experiences: Exploring Narratives through a Lens of Transformative Learning

subject:
Interprofessional education
Nursing students
Education
IPE
Transformative learning

abstract:
For schools of nursing located across Canada, the challenge of providing
opportunities for student nurses to engage in educational sessions with students from
allied professions has resulted in diverse approaches to interprofessional education (IPE).

The purpose of this study was to explore the narratives of nursing students exposed to
formal IPE and those without formal IPE experiences.
Twelve students in their final year of preparation for nursing responded to a
telephone interview about their experiences with both curricular and extracurricular
interprofessional education activities in clinical and classroom settings. Examined
through a lens of transformative learning, the narratives indicated that, regardless of the
program, nursing students had opportunities to learn with, from and about students and
professionals from allied health professions in preparation for interprofessional
collaboration (IPC). As nursing students in clinical settings begin to articulate their roles
and responsibilities in alignment with the other professions, defining their edges as one
participant put it, they are transforming from the nursing profession as separate toward
nursing as integrated within a health profession team. The students with formal IPE
experiences shared stories demonstrating an awareness of their role in making IPC
happen rather than waiting for it to happen for them. By accessing the narratives of
students immersed in the training process, this study contributes their perspectives to the
current body of knowledge and informs those involved in curriculum development and
evaluation.