title: The effect of buckwheat and couscous on food intake and satiety in male adults

subject:
obesity
whole grains
refined grains
carbohydrates
buckwheat
glycaemic,

abstract: Overweight and obesity are associated with a plethora of negative health consequences and rates continue to remain high in adults throughout Canada. The bulk of the Canadian diet is comprised of carbohydrate rich grains, however the majority of grains consumed by Canadians are not considered whole grain and increased consumption of refined grains has been associated with increased risk of developing obesity. Buckwheat is a novel, whole grain food in Canada and its consumption has been hypothesized to help decrease the rising rates of overweight and obesity due to its low glycaemic properties. The objective of this study was twofold; to determine the satiating effect of buckwheat and to determine the palatability and physical comfort following buckwheat consumption. Methods: In a within subject, randomized repeated measures design, 21 healthy, male participants were randomly assigned to consume three different treatments on three separate occasions one week apart: A water control, buckwheat (84 g, 300 kcal, 2 g fat, 10 g protein, 60 g total carbohydrate, 4 g dietary fibre) and couscous (84 g, 300 kcal, 1 g fat, 10 g protein, 62 g total carbohydrate, 2 g dietary fibre). After an overnight fast, participants arrived at the lab in the morning and consumed one of the treatments. Two hours following preload consumption, participants consumed an ad libitum pizza meal. 100 mm Visual Analogue Scales assessing appetite and physical comfort were completed immediately before preload consumption and throughout the two hours leading up to the pizza meal. Results: There was no effect of treatment on subsequent food intake (p=0.06). Average appetite ratings were significantly higher in the water control (p<0.0001), however there were no differences in appetite scores between the buckwheat and couscous preloads (p=0.96). There were no significant differences in palatability between treatments, however buckwheat was rated lower in pleasantness compared to the water control (p=0.009). There was no effect of treatment on physical comfort (p=0.71). Conclusion: In healthy male adults, buckwheat was not shown to offer enhanced subjective satiety over 120 minutes or to decrease subsequent food intake.


title: Mothers, Daughters and Othermothers: The Significance of Storytelling in Shaping my Identity as an African Woman

format: Full-text application/pdf

subject: Storytelling, motherhood, African women

abstract:
My work is not just a story. It is a story of my childhood experiences, perspectives, values, assumptions and beliefs that have shaped my current understanding as a West African woman in and outside of the classroom. My work will examine how stories are rooted in a broad sense of kinship and responsibility, a responsibility to honour my mother, grandmother and othermothers who were my first role models and teachers. I discuss storytelling as a research methodology.
My work will also explore the meaning of motherhood in African culture and mother-daughter relationships addressing three primary questions. First, how have competing perspectives about motherhood intersected to produce a distinctly Afrocentric ideology of motherhood? Second, what are the enduring themes that characterize the Afrocentric ideology of motherhood? Finally, what effect might this Afrocentric ideology of motherhood have on African mother-daughter relationship?


title: Understanding Posttraumatic Stress Disorder at a Residential Program for Concurrent Addiction and Mental Health Problems

subject:
Mental Health Problems
Addiction
Post-traumatic stress disorder (PTSD)

abstract:
The experience of trauma is higher in individuals with concurrent disorders than in
the general population, yet little attention to trauma is given in making a clinical
diagnosis for mental illness. This study involved screening for post-traumatic stress
disorder (PTSD) in a residential concurrent population, and indicates 60% of individuals
presenting for treatment of addiction likely suffer from PTSD as well. Typically PTSD
was undiagnosed, with only 6% of those positively assessed having a diagnosis in their
clinical record. The study involved 146 participants and resulted in 87 people meeting
PTSD criteria. Individuals were screened upon admission to the program over a one-year
period of the programs operation. The group reported a total of 483 traumatic events
which met Criterion A of the DSM-IV for PTSD. The most common mental illness
diagnosed among the group was depression, followed by personality disorders.
Suggestions for improvement of the program curriculum to better address the needs of
the population are given. The most common substance of choice was alcohol, followed
by cannabis, poly substances and cocaine.


title: Educators as facilitators of mental health: An investigation of the mental health literacy of pre-service teachers

subject:
Mental health literacy
Pre-service teachers

abstract:
This investigation examined differences in levels of mental health literacy between first
and second year pre-service educators enrolled in the Bachelor of Education program at Mount
Saint Vincent University. Participants completed a basic demographic questionnaire, the Beliefs
about Mental Health Problems: Professional and Public Views’ questionnaire (Jorm, 1997) , and
questions regarding course work completed about mental health as part of their education degree.
Participants were asked to rate the helpfulness of various professionals and interventions in the
treatment of mental illness, the likelihood of potential causes of mental illness, and questions
about discrimination towards people with mental illness. It was predicted that overall, levels of
mental health literacy would be low, but comparable to the Canadian general population. It was
also predicted that second year students would show higher levels of mental health literacy. It
was expected that few participants would have completed coursework including mental health
topics, and that it was not required to complete their education degree. Overall levels of mental
health literacy were found to be somewhat higher than the Canadian general population levels.
Results indicated there was not a significant difference between levels of mental health literacy
in first and second year pre-service educators. As predicted, few participants had completed
coursework including mental health topics, which were not required to complete their degree.
The current findings expand upon the body of evidence in the domain of mental health literacy of
pre-service educators. It will be important for future research to confirm the present findings.


title: An Exploration of Perceptions of Interprofessional Collaboration and Rural Mental Health

subject:
Care teams
Mental health
Attitudes
Employees
Mental health facilities
Mental health services
Public opinion
Newfoundland and Labrador
Rural mental health services

abstract:
Interprofessional collaborative practice has been found to have benefits both for

patient/client care and for health professionals (Baggs & Schmitt, 1997; Zwarenstein et

al., 2005; Zwarenstein & Bryant, 2000; D’Amour et al., 2005; Henneman et al., 1995).

Most of this research has been conducted in urban settings and few studies have

examined how working in teams may function to treat mental health in rural

communities. There are a number of challenges to working in rural communities: a

shortage of health care professionals, low resources, high turn over rates, elevated

feelings of burnout, minimal social support, job dissatisfaction, and geographical and

transportation issues (Hutten-Czapski, 2001; Kee, Johnson & Hunt, 2002; Sutton &

Patterson, 2002; Thorngren, 2003; Barbopoulos & Clark, 2003). Interprofessional

collaboration may offer a means of addressing the challenges faced by rural communities

because working with other professionals may increase professional satisfaction and

reduce feelings of isolation and burnout. This thesis research project had two foci, first,

to examine perceptions of interprofessional collaboration among health care professionals

working in a rural area, and second, to explore the factors associated with treating mental

health in a rural community.

The setting for this research was a rural community in Newfoundland. Twelve

health care professionals participated in this study: a guidance counsellor, a youth

worker, three social workers, a police officer, a family physician, a community health

nurse, a mental health counsellor, an occupational therapist, and two nurse practitioners.

Qualitative methodology was used for the research design and all professionals

participated in face-to-face interviews.

3

Participants strongly endorsed the value of interprofessional collaboration in

treating mental health issues in their community. They identified benefits for

patients/clients such as enhanced quality of care. Professionals also identified increased

support, feeling valued and respected, and improved decision-making as benefits for

them professionally. Participants saw teamwork as advantageous in treating mental

health issues because it provided comprehensive care that assisted in keeping

patients/clients in their home community. Drawbacks were that interprofessional

collaboration can be time consuming and it is difficult to maintain patient/client

confidentiality in a small community. Factors that helped enable interprofessional

collaboration included familiarity and trust, physical proximity, being located in a rural

community, and professionals’ strong connections and commitment to the community

while challenges to treating mental health included a lack of facilities, programs, and

human resources, as well as high workload among professionals.


title: A Qualitative Study of Twitter Edchat Through An Affinity Space Lens

subject:
Social media - education
Virtual learning environments
Edchat

abstract: We have always learned by exchanging ideas and asking questions often of the people in our vicinity; now with the rise of the social web the potential of learning socially is huge. Social media platforms such as blogs, wikis, discussion forums, and social networking sites have enabled people to connect and learn in ways never imagined before. The echo of this social learning revolution has been widely felt within the field of education. Educators are presently in a better position to grow professionally and learn collaboratively on a global scale using different virtual learning environments. The purpose of this research is to study one of these learning environments called Edchat and explore its inner workings in terms of the content generated within it and the interactions participants engage in while using it. To this end, Gee's affinity space conception has been used as an underlying theoretical framework. More specifically, this study focuses on the three defining elements of affinity space: generator, portal, and content. Using qualitative content analysis and drawing on the coding frame built for this research, Edchat is proved to be a strong generator of content that spans different themes and topics. This generation of content comes through the enactment of various socially situated roles participants take up while interacting with each other.


title: Evolution of the Public Sphere: Anonymous and The Rehtaeh Parsons’ Case

subject: Public sphere, Anonymous, Rehtaeh Parsons, social media

abstract:
The public sphere is an important concept first proposed by Jurgen
Habermas. It posits that the public sphere is a space where public opinion is
formed and that all citizens have a role to play. Yet this construction has been
critiqued by those who argue, convincingly, that the public sphere is not an
equal space – women, minorities, LGBT community members and the poor have
not had the same share of voice as others.

The emergence of the Internet and in particularly digitally mediated
communities on social media networks like Twitter changes the dynamic,
making the public sphere a more expansive and inclusive space.

Groups like Anonymous have taken advantage of this opportunity. While
Anonymous began as a group of what could charitably be termed online
pranksters, it has assumed a much more activist stance. Its new purpose is
evident in the role it played in the case of Rehtaeh Parsons.

Parsons, a young woman from Nova Scotia, was sexually assaulted.
Images of the incident were shared through digital channels, and the names of
the alleged rapists were known in the community. No charges were laid in the
incident. Parsons suffered horribly as result of this attack and with her mental
health rapidly declining, she committed suicide.

Shortly after her death, Anonymous began #OpJustice4Rehtaeh, an online
and offline effort intended to bring Rehtaeh’s attackers to justice by forcing
police to reopen the investigation. Anonymous brought considerable scrutiny to
the case, not just in North America, but around the world. It also prompted a
wider conversation about the prevalence of what is termed rape culture. While
police did eventually reopen the case, and ultimately filed lesser charges against
two men, they denied the Anonymous played any role in the decision.

Anonymous’ role in the case of Rehtaeh Parsons is illustrative of the
expanding nature of the public sphere, and the ability for individuals to work
together in online channels to exert influence on traditional institutions of
power. It forces us to redefine the public sphere and to expand our
understanding of the role of media in informing and directing public opinion and
policy setting. Yet it also highlights the tensions inherent in this new reality, as
groups like Anonymous operate without concern of the restraints and individual
rights that define the rule of law. It expands the public sphere yet creates a new
ethical and moral quandary.


title: Going out of bounds, from critical spectatorship to embodied performance: Putting Queer Feminist performance methodologies to work in Queer and Marginal cultural and environmental landscapes

subject:
Anne Macmillian
Art history
Canadian National identity
Banff national park
D'Arcy Wilson
National parks
Queer theory
Queer ecology
Performance art
Performativity

abstract:
An investigation into the possibilities of performance art for affecting social change, this
thesis explores the ways in which categories and theories often fail in the realities of
human experiences. Beginning with an investigation into the version of a fantasy queer
utopia that Lady Gaga’s presents in her pop-performance art, it finds that, when not
rooted in realities of social structures and human limitations, fantasy worlds fall apart in
the spaces of real life. Next, it explores the implications of Dempsey and Millan’s
performance piece Lesbian National Parks and Services, which takes place outdoors and
interacts with audiences in “wilderness” spaces of National Parks. After exploring the
ways in which this work succeeds and fails at revealing gaps in dominant narratives of
identity, it moves into an exploration of a personal practice of performance art as a
research methodology that seeks to further investigate implications of gender, sexuality,
and race in wilderness spaces.


title: The Effect of Dairy and Non-Dairy Products on Satiety and Food Intake in Children

subject:
Dairy products
Childhood obesity
Satiety

abstract: The childhood obesity epidemic has become a growing health concern and one of the potential causes of this is the increase in the frequency of snacking among children. The objective of this study was to explore the short-term effects of dairy and non-dairy snacks on subjective satiety and energy intake in children. Methods: In a repeated-measures design, twenty-three normal weight (5th-85th BMI percentile) children (n=16 girls and 7 boys; aged 9-14 years old) were randomly assigned to one of five isocaloric (180kcal) treatments: deep fried chips (32g), strawberry Greek yogurt (200g), mini sandwich type cookies (39g), mozzarella cheese (63g) and 2% M.F. milk (346g). Following a 12hr fast, participants consumed a standardized breakfast two hours prior to each study session. Visual Analogue Scale questionnaires rating motivation to eat and flavour and texture preferences of the treatments were completed at: 0min (baseline), 15, 30, 45, 90 and 120 min. Ad libitum food intake was measured at a pizza lunch provided at 120min. Results: Food intake was 82kcal less following the mozzarella cheese treatment compared to 2% M.F. milk. (P<0.05) There was an effect of time (P<0.0001), but no treatment or time-by-treatment effect on subjective average appetite. Conclusion: A solid dairy snack (Mozzarella cheese) is effective in reducing food intake in children. Yogurt and milk suppresses food intake similarly to other popular non-dairy snacks, however, they provide better nutrient profiles. Funding source: Dairy Farmers of Canada.


title: The OECD, neoliberalism, and the learning city: promoting human capital in the guise of lifelong learning

subject:
Adult education
Continuing education
Community development, urban
Education and globalization
Government policy
Human capital

abstract:
In this thesis I investigate the concept of the learning city; a concept which has

attracted the attention of a growing number of adult education theorists. Many of these

theorists expound the virtues of the learning city, but it is my claim that they do so

without any clear sense of how or why the notion was first postulated. I believe the

origins and underlying purpose of the concept of the learning city is largely unexamined

or taken for granted by its most avid promoters. In particular, its chief advocates rarely

locate the origins and development of the learning city in the neoliberal policy discourses

that transpired in the OECD and the EU during the 1970s to the 1990s. In this thesis I

conduct a close examination of these policy discourses which reveal that the learning city

was initially formulated and subsequently promoted to support a neoliberal policy agenda

aimed at fostering unfettered global economic development.

I argue that the notion of the learning city, linked as it has been to OECD policy and

the neoliberal agenda, has many drawbacks. Chief amongst these is the ways the OECD

notion of the learning city further exacerbates existing global inequalities amongst cities.

The neoliberal learning city competes unfairly with urban contexts in the developing

world. Rather than promoting equitable social development, the OECD learning city

strives to out compete all rivals (including those cities woefully incapable of playing the

globalization game).


title: An exploration of how individual characteristics and facility features influence long-term care residents‟ personal relationships

subject:
Personal relationships
Resident quality of life
Long-term care residents
Long-term care facilities
Aging

abstract: Personal relationships are intrinsically connected to resident quality of life (QOL). In 2012, analysis of the Care and Construction project‟s InterRAI QOL resident survey indicated the personal relationships domain was the lowest scoring. Applying a mixedmethods ecological perspective, this research investigates how individual and/or environmental factors influence the domain of residents‟ personal relationships through a secondary data analysis of surveys of 319 long-term care residents from 23 facilities in Nova Scotia. Multi-level modeling was deemed inappropriate since environmental level variables between facilities (facility type, rural/urban) only accounted for 3% of variance in residents‟ relationships. As such, hierarchical regression analyses were used to determine the contributions of within-facility factors on residents‟ personal relationships. Statistically significant QOL domains within facilities included comfort, autonomy, food, activities, staff bonding and staff responsiveness. Individual risk factors for low personal relationships were widowhood and being over 85. Qualitative analyses of open-ended questions illustrated the lived-experience of residents and how care provision and facility features helped or hindered the maintenance and development of personal relationships. Results suggest that improved social engagement within facilities is needed; newer facility designs are not sufficient to foster the social engagement of residents. Holistic care should address both physical and social needs. As governments and the LTC sector strive to achieve the best fit between cost containment and improving QOL for residents, this research sheds light on the social experience of residents.


title: The Effect of Cooked Whole Navy Beans and Yellow Peas Added to a Mixed- Meal on Satiety and Short-Term Food Intake in Children

subject: Whole pulse consumption, food intake, satiety

abstract: Epidemiological data indicate that the regular consumption of pulses is associated with improved body weight control. However, there are no reports regarding the effect of whole pulse consumption on short-term subjective appetite and food intake in children. The purpose of the study was to investigate how adding whole pulses will affect the satiety (feeling of fullness arising between meals), food intake (calories and nutrients consumed), in addition to how children perceive sensory characteristics of the mixed meal containing cooked rice with or without added whole pulses, providing 44% energy, in thirty-three children aged 12-14 years. Due to the variability of weight status, children were separated into lighter-to-normal weight group and heavier weight group. Children attended one screening, three weekend study sessions, one week apart, and consumed one of three randomized iso-caloric (300 kcal), 200 g treatments: 1) rice with added navy beans, 2) rice with added yellow split pea, and 3) rice (control). There was no effect of treatment on subsequent food intake at the test meal 120 min later in all participants, lighter-to-normal participants, or heavier participants. Analysis of subjective appetite measures showed a lower average appetite after the control compared to the navy bean treatment (P=0.04), and a lower hunger after the control compared to the navy bean treatment (P=0.03) in all participants. The intake of added pulses did not result in gastrointestinal discomfort. In conclusion, whole cooked pulses added to rice did not lead to a greater satiety or reduced short term food intake compared to the control; however, had acceptable palatability, were tolerable, without gastrointestinal discomfort, and improved the nutrient profile. This study presented an effective and practical approach to improving dietary intake of fiber, protein, and nutrients by incorporating pulses.


title: Cultural Sensitivity and Early Intervention in Nova Scotia

subject:
Special needs children
Cultural sensitivity
Early intervention

abstract:
The family-centred philosophy governs the provision of early intervention

services for families of children with special needs in Canada and the United States, and

has significantly changed over the past 50 years. Professionals now collaborate with

families and individualize their approaches in an effort to effectively meet families’

unique and varied needs. It is believed that by utilizing such approaches, children and

families will experience the greatest success (Trivette & Dunst, 2005).

Cultural sensitivity is an extremely important component of family-centred care.

Culture significantly impacts individuals’ views and attitudes toward disability, helpseeking

and childrearing behaviours, and communication styles, all of which have

significant implications for family-professional partnerships (García Coll & Magnuson,

2000; Harry, 1992; Turnbull & Turnbull, 1990). In order to best meet the needs of

culturally diverse families, early childhood practitioners must know how to respectfully

interact with them, and incorporate their unique beliefs, practices, and values into service

plans. Although cultural sensitivity has been identified as a crucial component of familycentred

practice, few studies address how professionals actually implement these

practices.

This research utilized a blend of quantitative and qualitative research designs to

explore the degree of diversity associated with early intervention programs across the

province of Nova Scotia, and the perceptions held by early interventionists regarding

family-centred care, cultural diversity, and cultural sensitivity. The Executive Directors

(N=11) of early intervention programs in Nova Scotia completed the Cultural Diversity in

Early Intervention Survey. Questions in this instrument concerned the number of culturally diverse families currently involved with centres, the services they had access

to, and the challenges associated with meeting diverse families’ needs. Early intervention

professionals (N=10) employed in two urban programs were interviewed. Participants

were asked to discuss their early intervention experiences, and interpretations of familycentred

care and cultural sensitivity. They were also asked to describe the ways in which

culturally sensitive services were provided, their comfort levels with doing so, and to

highlight any associated areas of challenge.

Results demonstrated that for the most part, participants had excellent conceptual

understandings of early intervention and family-centred care. Their descriptions of

cultural sensitivity were less well defined. This is likely due to the fact that no

participants had received training specific to cultural sensitivity, and were unsupported by

necessary resources, such as translators. Professionals noted differing languages, and

their lack of culture-specific knowledge and culturally sensitive supports as major

barriers that were encountered in providing services for culturally diverse families.

Professionals must be supported with appropriate training and resources in order to

provide high quality services for all families, including those who are culturally diverse.


title: Employing the listening guide to explore relationships that senior-level dietetics students hold with their bodies, each other, and the dietetic profession

subject:
Dietetic students
Arts-informed research
Dietetics - Pedagogy
Body image

abstract:
Purpose: Through this research, I gained a deeper understanding of the relationships that a group of undergraduate dietetic students hold with themselves and their bodies, each other, and
the dietetic profession as fostered by their participation in a course-based art module. It further focused on their understanding, perceptions, impacts and complexities of body image within the
realm of dietetics.
Methods: The Listening Guide method was applied in the form of a secondary data analysis of reflection papers written by senior-level undergraduate dietetic students who were enrolled in a
senior-level Professional Practice course at Mount Saint Vincent University. This enabled access to their individual reality by examining the multiplicity of voices found within their
narratives.
Results: A complex interrelationship exists between participants’ strongly felt responsibility to meet holistic, client-centred professional expectations and the unforgiving bodily expectations
imposed upon them by societal norms. The contrapuntal voice of conviction captures participants’ distanced stance to their perceived future role as dietetic professionals, providing
indication into their felt discomfort in directly identifying themselves in this capacity. Through the integration of self-exposure, the art module further fostered strong connection-building,strengthening participants’ development of authenticity, compassion, and understanding for themselves and each other. The inter-relationship of the contrapuntal voices of vulnerability and
transformation captures the significance of their emotionally-laden, personal journeys. Finally, participants’ involvement in the art module provided them with powerful skills in effectively
navigating their evolving professional and personal identity.
Conclusion: This research contributes to the understanding of the professional, interpersonal, and bodily connections fostered from an arts module. This allows for a more thorough understanding of the dietetic student as a learner and individual who embodies a complex identity: an identity that closely follows transitioning into their role as future health professionals. The academic community is provided with emerging results from a previously
understudied facet of dietetics: the use of the arts in enhancing learning and the manner in which the arts contribute to the development of emotionally in-tuned dietetic professionals.


title: Teachers' Perceptions of Student Life Stressors: Teacher knowledge of mental health issues and supports

subject: Adolescence, prevention, early intervention, school, mental health literacy, teachers, Nova Scotia, thematic analysis

abstract: Given that teachers are often the first to observe changes in behavior, both socially and behaviorally; assessing their mental health literacy is important in playing this role of early detection. The objective of this study is to evaluate teachers’ knowledge of student life stressors; knowledge of mental health issues; and knowledge of supports for youth with mental health. Participants were experienced teachers who were enrolled in a graduate education degree program with the Faculty of Education at Mount Saint Vincent University located in Nova Scotia, Canada. Participants completed an online questionnaire that contained open-ended questions, 5-point Likert Items, and several demographic questions. The questionnaire explored participants confidence in identifying distress in the classroom; perceived self-confidence in providing support; knowledge of mental health supports available; and to identify barriers within their school and community. While participants demonstrated competence in their ability to identify and support students with mental health concerns, it was found that most perceived a lack of resources and suggested funding for professional development as well as additional staff trained to assist students with mental health concerns.


title: Journey to fostering cultural identity: are there any roads leading to the black church? A case study of three churches in Nova Scotia.

subject:
African Nova Scotians
Africentricity
African Nova Scotians - Church

abstract: The Black church, which I define as a church with a Black clergy, a predominately (at least 70%) Black congregants and an orientation towards African cultural values, is often considered an important institution within the Black community, yet it has received minimal attention from scholars in the field of lifelong learning/adult education. Using a qualitative method of inquiry supported by a theoretical framework that includes Africentricity, critical race theory, and post colonialism, this thesis examines the role of the Black church in reproducing and affirming an African cultural identity among the congregants of African ancestry. The study centres the voices of 17 congregants from three churches in Nova Scotia: Emmanuel Baptist Church, the Redeemed Christian Church of God, and St. Phillip’s African Orthodox Church. By using both inductive and deductive thematic analysis, emerging themes suggest that these religious organizations provide valuable learning activities and promote community involvement that enhance intrinsic values such as, the feeling of home, a sense of belonging, empowerment, cultural grounding, heritage, traditions, identity, and spiritual grounding. These values align with the broader themes found in the data: shared cultural experiences, culturally relevant learning, social engagement, and a sense of community. By exploring how these churches effect change among congregants and the community at large, it is clear that these churches are agencies of significance for the Black congregants, particularly within a racially diverse multicultural society.


title: Teachers' perceptions of incivility in the mathematics classroom

subject:
Nova Scotia
Classroom management
Teacher-student relationships
Mathematics

abstract:
Exposure to incivility in the workplace is a type of job stressor that appears to be on the rise. Studies

have claimed that incivility may be a precursor to more overt, deviant behaviours such as aggression and

violence (Andersson & Pearson, 1999). The current study investigates incivility in a school context -with interactions occurring between students and teachers. There is a growing body of literature

examining the nature of teacher-child interaction suggesting that teachers make a unique contribution

to children's social and cognitive development. The study attempts to capture teacher observers' perceptions of incivility with special attention being placed on interactions between teachers and

students with mathematics anxiety. Specifically, how individuals perceive uncivil behaviours that are in

response to an initial uncivil behaviour versus how individuals perceive uncivil behaviours that are the

result of mathematics anxiety symptoms. I hypothesize that teacher observers will mistake

mathematics anxiety symptoms as uncivil behaviours in students. Furthermore, I hypothesize that when

the teacher is responding to an uncivil action, participants will rate the uncivil response as more

justifiable when no mathematics anxiety symptoms are explained than when mathematics anxiety

symptoms are explained. I hypothesize the opposite for the student responding to an uncivil action -participants will rate the uncivil response as more justifiable when mathematics anxiety symptoms are

explained than when no mathematics anxiety symptoms are explained. As such, 94 school teachers

enrolled in Nova Scotia Master programs in Education completed questionnaires that involved reading

and responding to questions about four scenarios related to teacher and student interactions. The

description of the behaviour of the student was manipulated such that the respondent was either told

that the student had mathematics anxiety, or no explanation was given. Moreover, there were two

student actor vignettes, and two teacher actor vignettes. The initial and responding behaviour by either

party, however, was always uncivil. The results of the study indicated that all four vignettes showed

significant interactions between incivility ratings (for the instigators' and respondents' actions) and

condition (mathematics anxiety depicted or no mathematics anxiety depicted). Both hypotheses were

supported. This study provides a greater understanding as to how individuals may perceive the very

same uncivil behaviour differently, based on whether or not they have an attribution for the behaviour.

In one case, individuals may justify acting uncivilly if it is the result of mathematics anxiety symptoms. In

the other case, individuals may justify acting uncivilly if it is in response to an initial uncivil behaviour;

therefore, showing a tit-for-tat perspective.


title: An investigation of the use of graphic organizers coupled with a checklist to improve student response writing

subject:
Study and teaching (Middle school)
Reader-response criticism
Graphic organizers
English language composition

abstract:
Graphic organizers are believed to be beneficial for organizational purposes, and through this
study, using a formative experimental approach, a herringbone style was used to investigate
impact on student book and poetry response writing. Groups of Struggling Writers need
something to simplify the task of good response writing; thus, this study was carried out to
compare the impact of the use of a graphic organizer and teacher-prepared criteria/information
handouts, to the sole use of information handouts on student response writing. The study also
compared the impact of a checklist and a correct-usage resource handout to the sole use of a
resource handout for editing purposes. To address the continued problem of poor student
editing/proofreading, a one-step-at-a-time proofreading approach was linked with the checklist.
The participants involved ten grade seven students, indicated as Struggling Writers through
testing by the Nova Scotia Department of Education, who participated in this study for a period
of thirty-one school days. Within this study, a quantitative analysis, demonstrates that all ten
improved in their responses with the use of a graphic organizer and a checklist for their book and
poetry response writing. Participants showed significant increases of number of entries between
their book responses, and between their poetry responses for two different poems. For checklist
usage, the total mean increase for difference correct of proper usage of capital letters, commas,
quotation marks, and end punctuation for the book and poetry responses was significant. This
formative experimental model approach also investigated the reshaping of the interventions used,
the impact of inhibitor factors on participant responses, and environmental changes - resulting
future use of the interventions. Given the success of the use of the graphic organizer and
checklist within this study, recommendations for future research are provided. These results will
be of interest to educators for instructional purposes.


title: Post-colonial complications for feminist english language teaching: An auto-ethnography from the sultanate of Oman

subject:
English as a Second Language (teaching)
Oman
Women's rights - Islamic Countries

abstract:
In this thesis, I explore the complex work and lives of feminist English language teachers in Gulf
Arab contexts through interdisciplinary theoretical discussion and auto-ethnographic narrative. I
consider three theoretical bodies of work: post-colonial criticism of and resistance to Western
interventions in Southern contexts, feminism’s (in)compatibility with Islam, and the politics of
teaching English internationally. I highlight the major tenets of each as pertinent to the lives of
English language teachers working outside the West, and explore resulting insights into my own
experience teaching in the Arabian Gulf. I argue that feminist post-colonial and identity
discourse severely restricts feminist educators and methodologies in settings where women’s
rights are at issue in the classroom. Findings of this research provide insight into my own
inaction when teaching Muslim students in the Sultanate of Oman. In conclusion, I draw on
Zuckerman’s concept of xenophiles and Mohanty’s “imagined communities” as a means of
collaboratively addressing women’s issues.


title: The experience of the female partners of Canadian Military Veterans diagnosed with post traumatic stress disorder

subject:
Military Spouses
Mental Health
Veterans
Post-traumatic Stress Disorder

abstract:
Military members and first responders to catastrophic events directly experience
the impact of trauma. This may lead to the development of posttraumatic stress disorder
(PTSD), or other types of secondary stress response. PTSD often brings complications
such as personality and behavioural changes. Previous research has demonstrated there is
a need to be concerned with treating the primary sufferers of PTSD. However, there is
also a chain reaction in the relationship dynamics of the family. The family unit
themselves develop symptoms of PTSD, and manifest their own secondary traumatic
stress response. The primary question for this study was: What are the lived experiences
of the female partners of Canadian military veterans diagnosed with PTSD? Secondary
questions addressed the relationship between the experience of the diagnosis of PTSD
and daily life. Specifically, what coping strategies and supportive resources did these
women utilize? This study was situated within an interpretive/constructivist framework.
In this study we read about women, who while dealing with ambiguous loss, must
adjust and adapt their lives around the needs of their partner, who is struggling with the
symptoms of PTSD. The complications of this change in relationship led women to deself
and face the difficulties of secondary traumatic stress, such as depression and hyper
vigilance.
There is a need for future and more in depth research into family functioning when
faced with this phenomenon. Specifically, does the adjusting and adapting actually enable
the veteran to stay ill and remain defined by his diagnosis? What are the long-term
implications for the children who are being reared in these circumstances. How can these
women be enabled to gain meaningful support in order to cope with daily life?


title: Need for and Interest in Social and Emotional Aspects of Learning: Planning Evidence-Based Professional Development

subject: Student learning, student experience, school psychology

abstract:
Classrooms across Nova Scotia encompass a wide range of complex student-learning, -
behavioral, and -mental health needs. Teachers should be equipped with an understanding of how social and emotional aspects of students’ experiences in the classroom influence learning, as well as how to implement practical strategies in their classroom that are evidence-based. Further, including school psychologists in this professional development would allow for interprofessional collaboration where both groups can learn from each other. The current research piloted a survey investigating Grades 7-9 teachers’ and school psychologists’ perceived interest in, need for, and relevance of various evidence-based workshop topics in social and emotional aspects of learning. Despite multiple recruitment attempts, only five participants completed the survey. The findings from the small sample indicate a possible learning need for both professional groups. The survey also addressed preferred modalities for professional development, previous learning opportunities, other possible topics of interest, and perceived value in learning together as a group. The variability in responses indicate the survey may be a useful tool when planning for future professional development in the province.


title: Just Five More Minutes Please: An Examination of the Relationship between Electronic Media Use, Sleep and Behaviour in Young Children

subject:
sleep behavior
Sleep - children
electronic media use

abstract: This study explored the relationship between electronic media use, sleep and behaviour in preschool aged children. The primary hypothesis of this study was that excessive electronic media use (> 2 hours a day) would positively correlate with sleep patterns (in particular, disturbances) and negative behavioural outcomes (specifically, hostile-aggressive, anxious-fearful and hyperactive-distractible behaviours). Overall, the results indicated a total of 32 significant correlations to support the main hypothesis. However, multiple regression analyses indicated that neither sleep patterns nor electronic media use predicted behaviour. Additionally, MR analyses did not find that electronic media use predicted sleep patterns. Implications for school psychologists and parents are discussed, as well as limitations of the current study and questions in need of further exploration.


title: Public Relations Leadership in the Context of Atlantic Canadian Universities

subject: Public relations, leadership, Atlantic Canadian universities

abstract:
While leadership has been a long-studied phenomenon in management and organizational behaviour, it has received little attention in public relations until relatively. Juan Meng and Bruce Berger (Meng, 2012; Meng, Berger, Gower & Heyman, 2012; Meng & Berger, 2013) can be credited with the most recent and comprehensive work on public relations leadership. They conceptualized excellent leadership in public relations and identified the leadership dimensions practitioners should employ to facilitate public relations effectiveness. What remains unknown, however, is a) whether there is agreement between practitioner understanding of public relations leadership and the prescribed definition of excellent leadership in public relations; b) whether practitioners perceive themselves as aligning with the key dimensions; and c) how practitioner role and gender influence this alignment. This qualitative study of public relations practitioners in
Atlantic Canadian universities contributes to our understanding on these points.

This study employs the existing principles of the excellent leadership in public relations
theoretical construct (Meng, 2012; Meng, Berger, Gower & Heyman, 2012; Meng & Berger, (2013) to increase understanding of public relations leadership in a Canadian context and expand on development of the excellent leadership in public relations theory.

Overall, how study participants understand and interpret public relations leadership is
consistent with the excellent leadership in public relations theoretical construct. Notably
extending the integrated model, however, this study found that it is the attributes of a leader in public relations in addition to the communication and public relations work one produces that supports and elevates the quality of the communication team’s work; and that public relations leadership boosts the credibility of the profession as well as the organization. Further, this study also suggests that public relations leadership does not allow for informal leaders (i.e., those without formal authority to influence others), because participants indicated that a leader in public relations must be in a position of authority within the university. This finding is contrary to the excellent leadership in public relations theoretical construct; Meng & Berger (2013) assert that leadership is not limited to senior levels in organizations and can be found at every level.


title: Social Problem Strategies of Junior High School Students with and Without Learning Disabilities

subject: Self-esteem

subject: Learning Disabilities

subject: Social Problem Solving

abstract: This study provides an examination of self-esteem and social problem solving among adolescents with and without learning disabilities. Research (Z el eke, 2004; Bear, Minke, & Manning, 2002; Grolnick & Ryan, 1990; Renick & Harter, 1989) has indicated that individuals with learning disabilities have a lower self-esteem with regards to academics when compared to individuals without learning disabilities. It has also been shown that there are difficulties identifying social problems, generating solutions, and reaching goals among individuals with learning disabilities. Hence, the purpose of this study was to examine whether junior high students with and without learning disabilities have differing levels of self-esteem and social problem solving strategies. Fifty-nine junior high school students in grades seven to nine from the Tri-County Regional School Board participated in this study. Twenty-two of the students had learning disabilities and thirty-seven were classified as having no identified learning disability. Each student was presented with the Culture Free Self-Esteem Inventory-Third Edition (CFSEI-3) and three social problem solving scenarios that were school related. Results revealed that all participants were in the average range in all areas on the CFSEI-3. There were no significance differences of self-esteem between individuals with and without learning disabilities. For academic, personal, and global self-esteem, grade seven students indicated significantly higher self-esteem scores than grade nine students. Males were found to have a higher self-esteem on the Personal domain of the CFSEI-3 than females. When identifying the problem to the presented social situation, students with learning disabilities were more likely to look for answers on the content of the situation and had more appropriate responses. Students with learning disabilities also tended to note simplistic emotions for the characters in the scenarios, whereas female students without a learning disability indicated more complex emotions. When participants were asked to provide a solution to the social problem situation, participants without learning disabilities were more likely to state that they would seek help form an authority figure. Individuals with learning disabilities tended to provide solutions that were egocentric or avoided the problem situation such as asking for special conditions like extra time for the quiz. Females were more likely to choose a direct role of seeking others to help with the problem when developing solutions whereas males were more likely to choose an indirect solution of having themselves deal with the situation such as walking away from the situation. When asked to note what steps would be involved to obtain the solution they generated, students with learning disabilities had difficulty developing the steps involved in the process. The results of this study imply that students with learning disabilities have difficulties understanding social problem solving situations when compared to their nondisabled peers. They had difficulty identifying social problems, understanding the emotions of the characters in the scenarios, generating effective solutions to the social situation. School staff need to be encouraged to take a direct role in helping students with learning disabilities employ more effective strategies to better deal with social problem solving situations and interventions are needed for these students to lead more productive lives in the classroom.


title: Bullying in the Educational Workplace: Fictionalized Case Studies

subject:
Bullying in workplace
Bullying in Sschools
Bullying Behaviour

abstract: The purpose of this thesis is to examine bullying in workplace relationships in educational settings. Through the use of five fictionalized case studies, this thesis illustrates the following relationships: teacher/student, teacher/teacher, caretaker/teacher, family/teacher, and principal/teacher. By re-creating realistic, but fictional descriptions of the day-to-day realities of bullying in the workplace, I aim, as the researcher, to bring to light the issues, themes, and conflicts that arise when bullying behaviour is present in the educational workplace. By illustrating the actions and consequences of this behaviour, I hope to provide insight into conditions enabling the bullying behaviour to continue. The data for this research has been assembled from the following sources: research articles, articles from the popular press, publicly available media interviews, and personal experience during twenty years of teaching in educational settings. Because all of the data were either publicly available or fictionalized from my own experience or from publicly- sourced material, the risk to any individual, living or dead, is non-existent. No ethical concerns are related to this study. Because of the danger posed to targets of bullying, extraordinary measures were taken in the writing to ensure that, while demonstrations of bullying behaviour appear authentic in kind, they have no relation to any actual person or situation. The research was undertaken using the following procedure: creation of fictional narrative case studies to illustrate lived examples of bullying behaviour; research into contemporary studies and theories about bullying, and finally, analysis of the narrative case studies for common themes and patterns and parallels to current literature in the field. The study concludes with recommendations to create awareness about bullying, to address the effects of bullying, and to advocate for the introduction of policies and procedures to protect the target. The development of programs to promote the identification and handling of workplace bullying in educational settings is also advocated.


title: An Examination of Psycho-Educational Reports and Empirically Validated Practices

subject:
Ability testing
Reading comprehension
Reading disability
Evaluation
Halifax
Nova Scotia
Training
Education
School psychologists

abstract:
The purpose of this study was to examine whether interventions that School Psychology

trainees recommend for struggling readers are those that have been shown to be effective in

educational research. Twenty-eight reports spanning a 5 year period, were randomly chosen from

the archives of a School Psychology training program at an Atlantic Canadian university.

Students identified within these reports were in grades 1 to 9, and ranged in age from 6 to 14

years. Of the 28 reports examined, 1 student had difficulties in reading comprehension only, 7

students had difficulties in word reading only, and 20 students experienced difficulties in both

areas. Results confirmed the hypothesis that a considerable proportion of these reports did not

contain evidenced-based (EB) recommendations targeting reading difficulties. Further, when EB

recommendations were present, these were not complete or in depth; that is, they did not specify

the range of instructional components necessary to effectively address reading difficulties.

Finally, contrary to predictions, neither the number of EB recommendations per report,

proportion of reports with EB recommendations, nor the depth of EB recommendations

increased from the earlier to the later reporting period. Results are discussed within the context

of School Psychology training programs.


title: Breastfeeding support in Nova Scotia: Exploring the gap between policy, health professionals’ work practices and the everyday experience of mothers facing food insecurity.

subject: Breastfeeding, food security, Nova Scotia

abstract:
Background: Breastfeeding is an important contributor to household and community food security. However, lower breastfeeding rates among low-income families represent a health inequity with negative impacts on infant, household and community food security, as well as the health of future generations. Furthermore, despite breastfeeding and food security being public health priorities in Nova Scotia (NS), compared with the rest of Canada, Nova Scotian mothers have lower breastfeeding initiation and duration rates, and relatively higher rates of food insecurity. Although there is some research suggesting why these disparities occur, the direct impacts of the experience of food insecurity on infant feeding decisions are not well understood.

Purpose: This research explores the experience rural NS mothers facing food insecurity in making infant feeding decisions. It aims to explicate the social interactions between mothers and health professionals (HPs), including but not limited to PHNs, and how they are shaped by institutional factors at the health system level that pose structural barriers to breastfeeding among this population.

Methods: Phase 1 involved secondary data analysis of interviews and focus groups conducted among mothers who both met and did not meet their breastfeeding goals. Transcripts were selected for analysis based on the vulnerability of participants to food insecurity, identified by transcript content or recruitment channels. Phases 2 and 3 involved primary data collection through in-depth interviews using a critical health literacy perspective; all participants were recruited from Antigonish, Guysborough or Cape Breton Island. Phase 2 interviews were conducted with 5 mothers who recently breastfed (or tried to breastfeed) and had experienced food insecurity, as identified by the Household Food Security Survey Module. Phase 3 interviews were conducted with 5 PHNs working in breastfeeding promotion.

Results: Perceptions of HPs as “experts” may influence mothers’ decisions to breastfeed; however, “breast is best” discourse can contribute to feelings of shame and guilt when breastfeeding is unsuccessful. Most mothers had positive experiences with PHNs and other HPs and felt their support was important to achieving success with breastfeeding. However, mothers also recognized the importance of peer support in empowering mothers to trust their own experiential knowledge, allowing them to reject expert discourse and to make infant feeding decisions that were appropriate for their life circumstances.

Although almost all participating mothers in Phase 2 mentioned cost savings as a key motivation for breastfeeding, some described a lack of nutritious food for themselves as a significant breastfeeding barrier, showing how food and income supports can be important in helping to alleviate stress around their own food intake and their ability to successfully breastfeed. In contrast, PHNs interviewed did not perceive food insecurity itself as a barrier to breastfeeding, but described how stressful life circumstances associated with food insecurity make breastfeeding more difficult. Despite this understanding, PHNs described a limited ability to address food insecurity among breastfeeding mothers in their practice. PHNs descriptions of their role in breastfeeding support were often limited to information provision and encouragement only. Trends towards upstream, health promotion strategies in public health and recent changes in structure of the NS health system were barriers to providing vulnerable women living in rural communities with sufficient breastfeeding support.

Conclusions & Recommendations: PHNs, as well as other HPs, can play an important role in supporting breastfeeding and enabling mothers to exercise autonomy in their infant feeding decisions. However, mothers vulnerable to food insecurity may require unique supports in order to successfully breastfeed. A breastfeeding literacy approach may help to situate breastfeeding within community food security, potentially countering unsupportive “breast is best” discourse. Ideally, a more critical approach combining both expert and experiential knowledge may help HPs to further understand the complexity of infant feeding, which in turn may empower mothers.

These results also demonstrate a disconnection between breastfeeding as a named priority for public health and a lack of mandate to address food insecurity in PHNs’ practice. Policies around breastfeeding support should consider the first voice experience of mothers with experience of food insecurity to ensure that institutional changes do not disproportionately affect those vulnerable to food insecurity. Overall, achieving a balance between upstream action and individual support to address breastfeeding among mothers experiencing food insecurity will require thoughtful coordination of inter-professional practice across all levels of the NS health system.


title: The Power of Erotic Capital in the Courts of Charles II and Louis XIV

subject: Erotic capital, Charles II, Louis XIV


title: Equine Assisted Therapy Through The Eyes of a Child

subject:
Equine Assisted Therapy
Animal Assisted Therapy
Horses

abstract:
The focus of this study was to gain insight into the experiences of children who participate in equine assisted therapy (EAT). The study used a qualitative child-based approach focused on accessing the perspectives of children and their experience participating in EAT. A thematic analysis (Attride-Sterling, 2001), was used to identify basic, organizing, and global themes. The three global themes that were identified from analysis of the photographic and textual data indicate that participation in EAT can lead to: 1) the formation of meaningful relationships and connections; 2) positive experiences for the individual; and 3) opportunities for development.
The results of the study provide evidence that EAT programs can be a successful form of intervention for children with special needs. Future research should continue to use a child-based approach and aim to include a greater number of participants to increase the diversity of voices of children with special needs who participate in EAT.


title: The educational opportunity gap: A comparison of reading ability and component literacy skills between African Nova Scotian students and their peers

subject:
Word reading
Reading ability
Vocabulary
Phonological awareness
Morphological awareness
Syntactic awareness
Prosodic sensitivity
Educational opportunity gap
African descent
African Nova Scotian
Canada
Elementary students
Education

abstract:
Reading proficiency is fundamental for student success. However, students of African descent
are at-risk for reading difficulties. The purpose of this study was to determine if students of
African descent and African Nova Scotian students have lower scores on measures of reading
ability, vocabulary, phonological awareness, morphological awareness, syntactic awareness, and
prosodic sensitivity compared to a sample of other Nova Scotian students. Participants were 338
1st grade students from 18 schools across Nova Scotia. Students of African descent and African
Nova Scotian students had lower scores on word reading, phonological awareness,
morphological awareness, and syntactic awareness skills compared to a sample of all other Nova
Scotian students. Additionally, African Nova Scotian students scored lower than students of
African descent for word reading, morphological awareness, and syntactic awareness suggesting
African Nova Scotians have unique challenges. These findings practical implications for those
working in the education system and educational policymakers.


title: Perceptions of CSO volunteer and intern cross-cultural experiences: Examining pre-departure training and reintegration support

subject: Civil society organization, volunteer, interns, global citizen, non-governmental organization, training, reintegration

abstract: This research explores CSO volunteer and intern perceptions of their experiences working in developing countries within the context of cross-cultural interaction and collaboration. Those experiences are framed by the pre-departure training and reintegration support that each received, or the lack thereof, and how the elements of each affected the overall experience. Research tools included observation of an intern debriefing, an online survey and interviews. Data was coded to identify three global themes: personal growth, cultural exchange and global citizenship. Generally, the more knowledge and support received by volunteers and interns while abroad, the more prepared they felt to interact in the community. However, there were several other contributing factors to successful integration within their host communities. These included knowledge of the local language and previous experience working or living abroad.


title: The Media and the Message: Providing Reliable, Relevant and Cost Effective Nutrition Information to Varsity Athletes

subject:
Nova Scotia
Education
Human nutrition
Halifax
Study and teaching
Nutrition
Health and hygiene
College athletes

abstract:
Varsity athletes lack the basic nutrition knowledge necessary for performance,

recovery and health in general. This lack of knowledge puts them at risk of nutrition

deficiencies, detrimental to health if not addressed. Furthermore, many universities

struggle to find funding to support nutrition education programs that could alleviate this

problem. While previous research has focused on identifying varsity athletesÃ¢   levels of

nutrition knowledge and dietary practices, little research has been done on the

development and assessment of education approaches for this group.

The purpose of this study was to determine if the Spiral Technology Action

Research (STAR) Model could be used to develop relevant, specific, accessible, and costeffective

sports nutrition education materials for MSVU varsity athletes. Using the

principles of Participatory Action Research (PAR), and based on the STAR Model, this

research also explored the use of Internet-based media to develop and assess nutrition

messages created with and for varsity athletes.

With approval from the MSVU University Research Ethics Board, eight MSVU

athletes volunteered to participate in focus groups to select the topics for the nutrition

education messages and the media for their delivery. Feedback from participants

revealed that they liked being a part of the process, and in particular being able to select

the topics and the media used. Involving the athletes in the development and planning of

the messages, established their relevance, accessibility and specificity. This study was the

first to address an alternate approach of providing cost effective nutrition education to

varsity athletes.


title: Examining an orientation program for international medical graduates (IMGs) through the lens of critical theory a learner-centered program

subject:
Physicians
Rural Medicine
Nova Scotia
Medical Students

abstract: My research will explore how although many orientation programs for International Medical Graduates (IMG's) claim to adhere to adult learning principles, they are often not designed to respond to a number of concerns critical theories in adult education would address such as power issues, including concerns around race, gender and lifelong learning. In my thesis, I will be introducing a theoretical analysis of some of the concerns around developing curriculum and designing programs for IMGs. My discussion will be informed by existing research, my own professional experience and related literature from other healthcare related disciplines such as nursing, social work, and pharmacy critical education. I will also investigate the potential of adult learning theories and, in particular, critical theories in adult education/lifelong learning to inform the development of successful IMG programs. Although the focus of my study is linked to my experience in working with the IMG program in Nova Scotia, this examination of learning theories may be applicable to developing improved curriculum for IMG programs across Canada and elsewhere. The application of a critical lens in the orientation of IMGs will enable adult educators within these programs to foster more inclusive and beneficial teaching practices.


title: Understanding Mental Well-Being of Youth in Nova Scotia: A Focus on the Influence of Lining in Poverty, Sex, and Gender

subject: Mental well being, Nova Scotia, social mobility

abstract:
Mental well-being is a predictor of life satisfaction, academic achievement, and self-esteem but little is known about the mental well-being of Nova Scotian youth. Additionally, socioeconomic status can be a predictor of life satisfaction, leaving some individuals at a disadvantage. The current study aimed to explore the mental well-being of Nova Scotian youth and the extent to which well-being might differ across the sex and gender spectrum, and across economic factors, with a specific focus on understanding youth living in poverty. Participants were aged between 16 and 19 years old and completed a survey asking about their mental well-being, beliefs about social mobility, and subjective social status. No caregivers participated in the study; therefore, socioeconomic status was unable to be calculated. Rather, asking youth about their beliefs about social mobility and their subjective social status informed the research question. Regression analyses were planned but not possible, therefore, bivariate correlations were calculated to assess initial linear relations. The findings indicate that Nova Scotian youth do not all have good mental
well-being (M = 46.45). There was a significant positive correlation between mental well-being and both youth subjective social status in comparison to others at their school and subjective family social status in comparison to Canadian society. Social mobility beliefs were not found to significantly predict mental well-being. Allowing youth to voice their needs will provide the Department of Education and Early Childhood Development with the information needed to make schools an environment where Nova Scotian youth can thrive and live fulfilling lives.


title: Parental perceptions of the individual program planning process

subject:
Individualized education programs
Children with disabilities
Disabilities

abstract:
Students with special needs may access the curriculum through modified or
individualistic plans. Parental involvement in developing the individualistic plans is
pertinent to the success of both their children’s education, as well as the plan itself.
Research from the United States offers insight into how parents perceive the process of
developing individualist plans. However, limited research has been conducted in Canada
regarding how parents perceive Individual Program Plans in general. The current study
examines parental perceptions concerning the Individual Program Planning Process in
Nova Scotia. Eight parents were interviewed using a guided interview format that
consisted of 16 questions based on prior research on the subject matter. Qualitative
analysis of the eight interviews resulted in the classification of four major categories:
Educator-Parent Communication, Parental Perception of Educational Climate, Parent
Knowledge, and Improvements to the IPP process. Each category is reviewed here and
supported with direct quotations from parent interviewees. Recommendations are then
made for educators in the school system, university educators in the faculty of education
programs, as well as recommendations for parents. Recommendations are made in the
hopes of promoting further positive and productive IPP meetings for both inexperienced,
as well as experienced, parents and educators.


title: The Social Construction of Stigma Associated with the Normalization of Breastfeeding

subject: breastfeeding normalization, pressure to breastfeed, stigma

abstract:
Through autoethnography, I describe, analyze, and interpret my personal and professional
experiences related to breastfeeding promotion. I link my experiences to the literature and weave relevant theory throughout. A conceptual framework, the Social Ecological Model (SEM), is used as a sensitizing concept to guide the organization, presentation, and analysis of my experiences. In Part 1, I describe my experiences as a public health dietitian whose role involved breastfeeding promotion and support. I expose my tensions associated with the expert-driven imperative to breastfeed. In Part 2, I describe and interpret my experiences as a mother who “failed” to meet the national public policy’s infant feeding ideal: to exclusively breastfeed for six months and beyond. I expose the dominant discourses that have influenced the stigma associated with the use of infant formula, including health as a duty, intensive motherhood, mother blame, and the quiet coercions used to guide infant feeding decisions. I describe how strategies in place to normalize breastfeeding stigmatize women who do not comply. These strategies do not comply with ethical principles of evidence-based practice, person-centred care, and informed choice.


title: An examination of a reading intervention provided to youth involved in a crime prevention program

subject:
Reading intervention
At-risk youth
Reading comprehension -- youth

abstract:
The current study examined aspects of delivering a reading remediation program to students with
reading difficulties who were involved in the Youth Advocate Program (YAP). This program
targets youth who are at risk for engaging in gang activities, anti-social conduct, and criminal
behaviour. Of the 44 youth entering the YAP over a 5 year period and who were referred for a
reading assessment, 38 showed reading difficulties. It was thus estimated that approximately
63% of the youth entering the YAP have significant difficulties in the area of reading. Twelve
students from the YAP program and 12 age and reading-matched comparison students
participated in the reading intervention which was the first part of the SpellRead program
(approximately 40 hours). Following the intervention, both groups showed reliable and
academically meaningful improvement in all areas of reading, including phonological awareness,
word recognition, fluency, and comprehension. There were no differences between the two
groups on pre- and post-test reading measures with the exception of reading comprehension. The
comparison group was significantly higher on the reading comprehension measure; however,
both groups’ reading comprehension performance benefitted equally from the intervention.
Although students completed only the first part of this reading intervention, statistically reliable
and academically meaningful improvements were seen in all reading skills.


title: Processing speed impairments of children with arithemetic disabilities

subject:
learning disabilities
arithmetic disabilities

abstract: The processing speed ability of children wtih arithmetic disabilities (AD; N = 19) and their normally achieving (NA) peers (N = 21) was examined across a series of 4 naming speed tasks (rapid digit naming, rapid letter naming, object naming, and quantity naming) and 4 sequencing speed tasks (making trails numbers, making trails letters, number counting and alphabet). Children with arithmetic disabilities were found to be significantly slower across 4 tasks: rapid digit naming, object naming, quantity naming, and making trails numbers. No differences between the two groups were found on the rapid letter naming, making trails letters, number counting, and alphabet. Overall, results suggested that children with AD were significantly slower on tasks that contained numerical-based information. That children with AD were significantly slower on the object naming task may indicate weaker visual-spatial memory performance. Results were discussed in terms of the potential utilization of processing speed in the identification of arithmetic disabilities and the importance of processing speed in arithmetic calculation.


title: Understanding Posttraumatic Stress Disorder at a Residential Program for Concurrent Addiction and Mental Health Problems

subject:
Patients
Substance abuse
Mental illness
Institutional care
Mentally ill
PTSD
Ontario -- Penetanguishene
Ontario
Treatment
Post-traumatic stress disorder

abstract:
The experience of trauma is higher in individuals with concurrent disorders than in

the general population, yet little attention to trauma is given in making a clinical

diagnosis for mental illness. This study involved screening for post-traumatic stress

disorder (PTSD) in a residential concurrent population, and indicates 60% of individuals

presenting for treatment of addiction likely suffer from PTSD as well. Typically PTSD

was undiagnosed, with only 6% of those positively assessed having a diagnosis in their

clinical record. The study involved 146 participants and resulted in 87 people meeting

PTSD criteria. Individuals were screened upon admission to the program over a one-year

period of the programs operation. The group reported a total of 483 traumatic events

which met Criterion A of the DSM-IV for PTSD. The most common mental illness

diagnosed among the group was depression, followed by personality disorders.

Suggestions for improvement of the program curriculum to better address the needs of

the population are given. The most common substance of choice was alcohol, followed

by cannabis, poly substances and cocaine.


title: Exploring the Relationships among Types of Video Games played and Self- Reported Critical Thinking and Problem-Solving with Undergraduate Students Aml Gadallah Supervisor: Dr. J. Turner Mount Saint

subject: Video games, critical thinking, problem solving,

abstract:
Previous research has established that playing video games is related to many positive behavioural outcomes (Roy & Ferguson, 2016). However, not much is known about whether playing different types of video games has an effect on critical thinking and problem-solving skills. The purpose of this research was to explore the relationships among types of video games and self-reported critical thinking and problem-solving. Thirty-eight undergraduate students recruited through an online survey filled out measures on media use behaviour, extracurricular activities, critical thinking and problem-solving.
One-way ANOVAs indicated that there were no differences between types of video games played and critical thinking (p = 0.055) and the types of video games played and problem-solving, (p =0 .081). Spearman correlations yielded no significant results for the relationship between time spent playing video games and problem solving or between time spent playing video games and critical thinking. The results also showed that the relationship between the types of extracurricular activities and problem-solving skills was not statistically significant, (p = 0.22); nor was the relationship between types of extracurricular activities and critical thinking statistically significant (p = 0.09). In conclusion, there were no relationships between type of video game played and critical thinking and problem solving. Additional research in this area is needed to further investigate the relationships between types of video game play and problem solving and critical thinking. The current study had a very small sample of gamers (n = 27), resulting in low power and may be the reason for lack of significant findings. Future research should seek to obtain a more diverse sample in terms of age and gender as well to focus on recruiting a more representative sample of gamers.


title: Meals at the Home; Meals All Alone:Nutritional Competency and Food Security Relative to Transition from Residential Youth Care to Independence

subject:
Nutrition
Deinstitutionalization
Problem youth
Nova Scotia
Institutional care

abstract:
Youth cared for as part of the child welfare system struggle with the transition from

custodial care to independence. This has been attributed to a variety of reasons including lack of

a social support network and limited financial resources. Residential group care facilities strive

to guide youth towards autonomy and healthy adulthood by teaching independent life skills;

however, these facilities vary in their emphasis and approach to life skills training and

transitional support services. This research explored how youth in care develop nutrition

competence, an issue of great importance given the relationship between dietary patterns and

long-term health.

A naturalistic inquiry approach was used to better understand transition and the process

of developing nutritional competence within the youth care environment. Seven youth and five

residential youth care staff were purposively selected to participate. In-depth interviews were

conducted using an interview script, the development of which was informed by

Bronfenbrenner’s Ecological Systems Theory. Data were analyzed using constant comparison

methods that ultimately led to two major categories: Transitional Life Skills and Transitional

Outcomes.

The development of nutritional competency was subject to many influences that were

both internal and external to the residential group care environment. All the youth participants

acknowledged nutritional competency development while residing in congregate care, however,

the significant influences varied for each participant.

Transitional outcomes of homelessness, poverty and isolation impaired the youths’

capacity to apply nutritional competencies. For many, transitional outcomes mediated

5

experiences of food insecurity and reliance on charitable organizations to supplement food

intakes. Youth who had experienced unplanned discharges were more susceptible to

homelessness, severe food insecurity and poverty. Conversely, the youth who followed a

permanency plan that included residence in supervised apartments generally attained higher

levels of education and had more comprehensive life skills.

Residential youth care staff identified nutritional competency development as an area that

required more attention from various social influences including government stakeholders; youth

care associations and community groups so that programs could do better in terms of preparing

youth for transition.

The results of this study exposed some of the challenges youth face in the application of

nutritional competency following transition from custodial care. A combination of incomplete

life skills preparation and transitional adjustments to changes in social relations perpetuated the

struggle. The establishment of supportive networks to bridge the gaps between the custodial care

and independence environments will help improve the youths’ transitional outcomes and

capacity to utilize nutritional competencies. Transitional supports would include: family, youth

care workers, social workers, adequate financial resources, supervised apartment placements and

extensive life skill programs based on experiential learning


title: Pre-Service Teachers' Perceptions of the Acceptability of Interventions for ADHD and Knowledge of Evidence-Based Practice

subject: Pre-Service teachers, ADHD, intervention

abstract: Teacher factors including attitudes, beliefs, and knowledge of ADHD have the potential to affect classroom intervention efficacy and student outcomes. Fifty-seven pre-service teachers from a Bachelor of Education (BEd) program were surveyed regarding their perceptions of the acceptability of three behavioral ADHD interventions as well as psychostimulant medication. Participants’ knowledge, attitudes, and use of evidence-based practices (EBP) were also surveyed. Findings indicated that participants rated the Daily Report Card as the most acceptable, effective, and timely intervention. Participants significantly preferred behavioral interventions over medication. Qualitative results indicated concern regarding the potential side effects of taking psychostimulant medications. Results of the study indicated that participants’ self-reported knowledge of EBP was significantly higher than attitudes and current use of EBP. A significant between subjects’ effect of year of study was observed such that participants in their first year of teacher training held significantly more positive attitudes towards EBP than participants in their second year. Practical implications for pre-service training, school psychologists, and future research are discussed.


title: Out of the Loop: Social Network Isolation in Long-Term Care in Nova Scotia

subject: Social network isolation, Nova Scotia

abstract:
The purpose of this study is to better understand the nature, characteristics and
reasoning as to why some directors of care in nursing homes are isolated from the social
network of their peers. Using data from the Translating Research in Elder Care (TREC)
project “Advice Seeking Networks in Long-Term Care”, this study sought to explore the
descriptive characteristics of Directors of Care (DOC) who are social network isolates in
Nova Scotia and what factors contribute to their isolation within the network.
Furthermore, it addressed the question: what are the implications of social network
isolation at an individual level, facility/organization level, and for the network as a
whole?

The research is embedded in the diffusion of innovation theoretical framework
that explains how and why new innovations and interventions are spread throughout a
network. In this case of social network isolates, one might assume that with limited
connectivity to the network, opportunities for spreading new innovations and best
practices will be limited.

The project utilized findings from the quantitative survey of the TREC project for
the selection of social network isolates (n=10), identified by visually observing the
network maps and using low centrality scores. Semi-structured interviews were
conducted with the social network isolates (n=6). Interviews addressed demographic
factors that may lead to network isolation and the implications of a limited social
network.

Overall, few commonalities exist among the characteristics of social network
isolates. The nursing homes where isolates are employed vary in size and ownership
model; however, nine of the ten isolates are in rural locations. Participants are unaware of their isolation and did not perceive any difficulty when accessing information regarding
best practices and innovations in long-term care. They reported that rurality or proximity
to other network actors is not influential on their advice seeking behaviours or access to
information. However, it has been determined that the innovations they implement within
their facilities are not considered to be particularly novel in the sector. This finding
confirms their lack of access and opportunities to learn about new innovations in longterm care, reinforcing that social network isolates are laggards when adopting
innovations. These DOCs feel largely disconnected from the Department of Health and
Wellness, who are responsible for licensing and funding long-term care. Participants state that recent budget cuts and a lack of funding have negatively impacted the quality of care they are able to provide.


title: “Practice what you preach, or sister tell me a different story”: Using Autoethnography to Make the Case for a New Dietetics Culture as the Foundation for Developing a Pedagogy of Compassion in Dietetics Education

subject: Compassion, dietetics, dietetics education

abstract:
Compassion is defined as participation in the emotions, ideas, or opinions of
oneself or another person, which empowers people to take overt action toward alleviating
suffering. Compassion stems from a corporeal, affective ability to empathise, but experience may increase or decrease one’s ability to perform compassionate acts as compassion is developed and experienced through its personal, relational, institutional, and cultural practices. Thus, compassion is a feeling and practice that can be extended toward the self and others. Though it has received very little empirical attention, has become increasingly acknowledged as critical to well-delivered and effective health care. Explicitly addressing compassion in education is a priority for any professions that uphold values of caring and healthy equity. Dietetics is one of many health professions that purports to hold compassion as an important value. There is currently very limited literature examining compassion in nutrition and dietetics among or toward students, practitioners, or clients. However, research on the professionalization process of dietetics education indicates that the focus on objective knowledge, evidence-based learning, and competition for internship placements may generate conflict, disembodiment, isolation, and contribute to intrapersonal and/or interpersonal disconnect among students. These relational experiences run in direct contrast to what indicates a compassionate culture.


title: Spaces to call home: Exploring affinity spaces, settlement experiences and a participatory photography project with refugees and immigrants in Halifax, NS

subject:
Refugees
Settlement experiences
Feminist standpoint theory

abstract:
David Neilsen’s graduate research project is an extension of Dr. Susan Brigham’s
(MSVU) research project in which Newcomers use photography and storytelling to
express their unique settlement experiences to a broader audience. Neilsen is
investigating the qualities of Dr. Brigham’s research project as well as the qualities of the
spaces that helped Newcomers settle using the concept of “affinity spaces” as analytic
lens. Feminist standpoint theory is also employed as a means to foreground participants’
opinions, perspectives and experiences as valid truth claims. The purpose of Neilsen’s
research is to better understand the pedagogical potential of an “affinity space” realized
through other learning spaces, such as Dr. Brigham’s research project and participants’
settlement spaces. Participants produce photographs about the spaces that helped in their
settlement and qualitative, auto-driven photo-elicitation interviews are conducted to
investigate these spaces. Previously collected data from Dr. Brigham’s project is also
employed to investigate the qualities of Dr. Brigham’s research project. While using the
concept of affinity spaces, as analytic lens was effective, it revealed the idyllic and
privileged nature this space currently occupies for many participants in this study, and for
the current capitalist society they inhabit. Major themes emerging from the data include:
agencies, purposefulness, accessibility and connectivity. Feminist standpoint theory was
effective in highlighting the struggles and difficulties participants have had during their
settlement process. A socio-economic, have/have not dynamic and experiencing barriers
to accessing local resources to attain better career opportunities were major concerns
expressed by participants.


title: Behind the barriers: Factors that influence adult learners’ struggles with consistent attendance and mathematical achievement

subject: Adult learners, mathematical limitations, Nova Scotia

abstract:
Two barriers that continue to face adult learners on their path to accreditation are
inconsistent attendance and mathematical limitations. The purpose of this research study is to determine the significant issues that influence the barriers in attendance and mathematical achievements that adults attending an adult learning program in Halifax, Nova Scotia encounter.

A record review of 188 adult learners in an urban Nova Scotia Adult Learning Program
confirms that inconsistent attendance is a barrier to timely academic achievement. To further explore the intrinsic intentions behind these two barriers, an online survey is used to identify some of their contributing factors. Of the 125 learners invited to participate, 26 respondents provide a voice for the adult learners who may feel that the manner in which their academic upgrading has been made available does not always offer the necessary support to suit their needs.


title: A Lunenburg County Settler’s Account of Her Role and Responsibility in Decolonization

subject: Mi'kmaw, decolonization, Atlantic Canada, Mi'kma'ki

abstract:
The goal of this study was to contribute to decolonization through an examination of a
settler's recent decolonizing initiatives. This study examines the role of the author and her
responsibility in decolonization, truth and reconciliation, and ways to practise Indigenous
allyship authentically. The focus of this study is on the Mi'kmaw Peoples of Atlantic Canada and their traditional Mi'kmaw territory known as Mi'kma'ki. The work for this thesis involved particular attention to Lunenburg County, Nova Scotia, Canada, where the author and her family have lived since European settlers arrived in 1753. The project required the personal exploration of the biases and prejudices of the author that stemmed from her upbringing, which the European Canadian white supremacist patriarchal colonial ideology heavily influenced. An additional feature was an examination of the mechanisms that supported the invention of the settler identity, such as myths and stereotypes and the erasure of the Mi'kmaw’s longstanding existence in Lunenburg County.
Another aspect of this dissertation is the documentation of the Mahone Bay Museum's
decolonizing initiatives and what the author learned as a volunteer on the museum's decolonizing committee. During the short time of working together, the committee was able to highlight the plethora of Mi'kmaw history in Lunenburg County. Honouring the Mi'kmaw perspective of local history is an essential piece of this work because it disrupts and challenges local colonial discourse. This Mi'kmaw-settler way of understanding shared history also supports the transformation of personal, local/community, regional, and decolonial initiatives. The crux of this study lies in following an Indigenous research paradigm that emphasizes a holistic learning process and the importance of emotional learning, a perspective that traditional western objective approaches to research generally overshadow. An Indigenous research paradigm also held the author and all aspects of this work accountable to Indigenous ways of knowing. The types of Indigenous methodology that guided this study included practising relationships from an Indigenous perspective and incorporating Jo-ann Archibald's Storywork Principles to build and maintain Indigenous-Settler relationships, to name a few.Part of this work was an examination of the relationship between the European colonialization of Canada, the colonial narrative and settler identity, on the one hand, and their juxtaposition with white supremacy and racism, and how these discriminatory norms continue to play out across every aspect of Canadian society today, on the other. Integral to understanding these contemporary connections is also the role and responsibility of the author in combattingracism today.
Lastly, the author believes this work can facilitate strengthened peace and friendly relations between the Mi'kmaq and settlers as well as promote their shared responsibility to represent the history of Canada in a way that supports reconciliation. The intention is the development of transformative education that produces constructive social change and applies to other educational institutions, such as public schools and universities.


title: Pedagogy of Inclusion in Early Childhood Education in Nova Scotia: A Comparative Early Learning Framework Content Analysis

abstract:
This research examines how inclusion is defined and documented in the Nova Scotia early childhood education learning curriculum framework compared to other government provincial and territorial early childhood documentation across Canada. This research is important as there is no specific inclusion policy adopted in the early years’ context in Canada and therefore, it opens up for inclusion to be interpreted in multiple ways by early childhood professionals in the field. Importantly, this lack of policy potentially produces gaps in how inclusive programming gets delivered for young children and their families in the context of Nova Scotia early childhood settings. Explicitly, this study aims to identify potential gaps in relation to how inclusion is framed in the context of Nova Scotia and the Nova Scotia's Capable, Confident, and Curious: Nova Scotia's Early Learning Curriculum Framework (2018) as a means to inform future inclusive programming and delivery. Nova Scotia was selected as the researcher resides in Nova Scotia and works in the early childhood field. The Nova Scotia early learning framework is used as a baseline in this research to conduct a comparative content analysis on how inclusive programming gets
situated in the Nova Scotia early sector compared to other early childhood documentation across Canada. By conducting a comparative analysis of Nova Scotia’s early learning framework to other early childhood frameworks across Canada we can begin to inform new understandings on how inclusion is understood in the province of Nova Scotia and the potential gaps that might exist within the existing early years framework. Importantly, this thesis aims to bring forward recommendations for possible changes to Nova Scotia's early learning framework in terms of how inclusion is defined and documented to improve equitable access of young children and their families. Although Nova Scotia has a good amount of content relating to inclusion terminology, this may not be an accurate indicator of the inclusion pedagogy’s quality within the early learning framework, therefore, it is imperative to explore the document further in relation to inclusivity. The results of this comparative content analysis show the relevance of developing a concrete early childhood education inclusive policy in Nova Scotia to support young children and their families in accessing equitable inclusive programs and services. The inconsistencies among the inclusion terminology founded in the key findings from this analysis also emphasize the
requirement for directors and early childhood educators in the province of Nova Scotia to increase their knowledge and training about inclusion, including their access to various resources and supports. Future recommendations to enhance inclusive pedagogy and services in the province include; professional development training in the area of equity, accessibility, gender inclusivity, and cultural responsiveness. Adding increased detail on concepts like; parental inclusion, current statistics on the marginalization with early years, and consistency in programming in relation to inclusivity to the Nova Scotia framework may shed light on a deeper understanding of inclusion for ECEs to follow within Nova Scotia early learning centers. To continue to move in a progressive direction, we need to critically reflect on our daily inclusive pedagogical practices and consider how Nova Scotia can continue to increasingly shift in meeting the needs of young children and their families within early childhood education. Such information is essential in examining how to increase accessibility, support, and inclusive services for all children with disabilities in their communities.


title: Psycho-Social and Academic Readiness for Health and Human Service Education

subject:
Academic achievement
Human services
Community college students
Paramedical education

abstract:
This qualitative study investigated the educational experiences of first year human

service diploma students at the Truro campus of the Nova Scotia Community College. The

focus group inquiry provided a research approach whereby students, faculty and the center

for student success personnel and academic chairs could engage the moderator and each other

in making meaning of students' motives, expectations and readiness for pursuing human

service education.

The study examined the psychosocial and academic readiness of first year students to

engage immediately is critical discourse regarding human needs, society and self. This

inquiry also explored whether a parallel existed between psychosocial identity status and

lived experiences of students. Multiple factors of readiness were considered in order to

assess the extent to which these psychosocial factors impact the quality of learning, levels of

success and goal attainment of individual learners. Disclosures, shared experiences and

perspective taking of focus group participants generated similar and distinct themes revealing

the complexity of psychosocial readiness unique to each student. Identified themes included

motivations for enrolling in the program, learning demands of the first year, student

perceptions, expectations and success among others. A second layer of analysis revealed

examples of Marcia's identity statuses from the student focus group data (Marcia, 1991).

The results will serve to educate the public about the academic, psychosocial

challenges and demands of the Health and Human Services program. The results also

affirmed the need for the community college to consider non-cognitive factors of success in

accommodating students and knowing where they actually are psychosocially. These insights hopefully will further participatory research with students and faculty to enhance program

development, quality of education and student self realization.