Implementation of a community greenhouse in a remote, sub-Arctic First Nations community in Ontario, Canada: a descriptive case study

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

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Clinical Use of Surface Electromyography to Track Acute Upper Extremity Muscle Recovery after Stroke: A Descriptive Case Study of a Single Patient

Applied System Innovation ◽

10.3390/asi4020032 ◽

2021 ◽

Vol 4 (2) ◽

pp. 32

Author(s):

Heather A. Feldner ◽

Christina Papazian ◽

Keshia M. Peters ◽

Claire J. Creutzfeldt ◽

Katherine M. Steele

Keyword(s):

Muscle Activity ◽

Surface Electromyography ◽

Inpatient Rehabilitation ◽

Stroke Survivor ◽

Structured Interview ◽

Routine Care ◽

Stroke Recovery ◽

Descriptive Case Study ◽

Sensing Technology

Arm recovery varies greatly among stroke survivors. Wearable surface electromyography (sEMG) sensors have been used to track recovery in research; however, sEMG is rarely used within acute and subacute clinical settings. The purpose of this case study was to describe the use of wireless sEMG sensors to examine changes in muscle activity during acute and subacute phases of stroke recovery, and understand the participant’s perceptions of sEMG monitoring. Beginning three days post-stroke, one stroke survivor wore five wireless sEMG sensors on his involved arm for three to four hours, every one to three days. Muscle activity was tracked during routine care in the acute setting through discharge from inpatient rehabilitation. Three- and eight-month follow-up sessions were completed in the community. Activity logs were completed each session, and a semi-structured interview occurred at the final session. The longitudinal monitoring of muscle and movement recovery in the clinic and community was feasible using sEMG sensors. The participant and medical team felt monitoring was unobtrusive, interesting, and motivating for recovery, but desired greater in-session feedback to inform rehabilitation. While barriers in equipment and signal quality still exist, capitalizing on wearable sensing technology in the clinic holds promise for enabling personalized stroke recovery.

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Investigating the Concerns of First-Time Distance Education Instructors

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v20i5.4467 ◽

2019 ◽

Vol 20 (5) ◽

Cited By ~ 1

Author(s):

Halil Kayaduman ◽

Turgay Demirel

Keyword(s):

Distance Education ◽

Content Knowledge ◽

Stages Of Concern ◽

Concerns Based Adoption Model ◽

Descriptive Case Study ◽

Time Distance ◽

Adaptation Processes ◽

First Time ◽

Ongoing Concern

The purpose of the study is to investigate the concern developments of first-time distance education instructors using the concerns-based adoption model (CBAM). This study used stages of concern (SoC), a component of CBAM, as its theoretical framework. A descriptive case study was implemented, which focused on the adaptation processes of nine instructors lecturing for the first time via distance education. The instructors attended a two-day training, which was designed based on their initial concerns. Then instructors implemented their courses for four weeks via distance education. While the informational and personal stages (self-concerns) decreased compared to the initial findings, the consequence stage increased in intensity. However, self-concerns remained predominant in the process despite the reduction in self-concerns and increase in the consequence stage. Based on the findings, the implications for distance education and recommendations for addressing the instructors’ concerns are discussed. Recommendations for alleviating the concerns of first-time distance education instructors include: the provision of ongoing concern-based interventions that incorporate technological, pedagogical, and content knowledge; providing working examples related to distance education from which instructors can learn vicariously; and encouraging collaboration among instructors.

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Missiological implications for Taylor Seminary arising from Canada’s Truth and Reconciliation Commission’s recommendations

Missiology An International Review ◽

10.1177/0091829617712579 ◽

2017 ◽

Vol 45 (4) ◽

pp. 407-413

Author(s):

Allan Effa

Keyword(s):

First Nations ◽

Truth And Reconciliation Commission ◽

Final Report ◽

Cooperative Effort ◽

Truth And Reconciliation ◽

Cultural Genocide ◽

The Government ◽

Government Of Canada ◽

Set Up

In 2015 the Truth and Reconciliation Commission of Canada concluded a six-year process of listening to the stories of Canada’s First Nations, Inuit and Métis peoples. More than 6000 witnesses came forth to share their personal experiences in listening sessions set up all across the country. These stories primarily revolved around their experience of abuse and cultural genocide through more than 100 years of Residential Schools, which were operated in a cooperative effort between churches and the government of Canada. The Commission’s Final Report includes 94 calls to action with paragraph #60 directed specifically to seminaries. This paper is a case study of how Taylor Seminary, in Edmonton, is seeking to engage with this directive. It explores the changes made in the curriculum, particularly in the teaching of missiology, and highlights some of the ways the seminary community is learning about aboriginal spirituality and the history and legacy of the missionary methods that have created conflict and pain in Canadian society.

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Dementia Care Knowledge Sharing within a First Nations Community

Canadian Journal on Aging / La Revue canadienne du vieillissement ◽

10.1017/s0714980813000457 ◽

2013 ◽

Vol 32 (4) ◽

pp. 360-374 ◽

Cited By ~ 8

Author(s):

Dorothy Forbes ◽

Catherine Blake ◽

Emily Thiessen ◽

Sara Finkelstein ◽

Maggie Gibson ◽

...

Keyword(s):

Knowledge Sharing ◽

First Nations ◽

Dementia Care ◽

Premières Nations ◽

Premieres Nations ◽

Nations Community

RÉSUMÉCet article discute l’échantillon d’une étude des Premières Nations plus vaste sur les décisions de soins de la démence et le partage des connaissances. L’objectif de cette étude est de mieux comprendre le processus de partage des connaissances entre les praticiens de la santé (PS), les partenaires de soins, et les personnes atteintes de démence (PAD) au sein d’une communauté rurale des Premières Nations. Une méthodologie de la théorie constructiviste ancrée a été utilisée. Dix-neuf entrevues ont ete menées à trois reprises avec deux réseaux de soins de la démence qui comprenait deux PAD, trois partenaires de soins, et deux PS. Un modèle, “Partage des connaissances sur les soins de la démence,” a été conçue, centrée sur les PAD et leurs partenaires de soins. Trois grands thèmes du partage des connaissances sont representées dans le modèle: (1) le développement des relations de confiance, (2) l’accès et l’adaptation aux informations, et (3) application des informations. Des approches sensibles à la culture sont essentiels pour le développement des relations de confiance. Une fois que les relations ont été développées, le partage des connaissances grâce à l’accès, l’adaptation et l’application des informations est devenu possible.

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Environmental service-learning approach in higher education – a descriptive case study on student-led life cycle assessments of university cafeteria meals

International Journal of Sustainability in Higher Education ◽

10.1108/ijshe-12-2020-0494 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Jonas Johannisson ◽

Michael Hiete

Keyword(s):

Higher Education ◽

Life Cycle ◽

Service Learning ◽

Course Design ◽

Course Evaluation ◽

Learning Approach ◽

Graduate Course ◽

Content Type ◽

Descriptive Case Study

Purpose This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university’s cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students’ everyday life. Findings It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria’s sustainable development strategy. The concept of service-learning had a higher impact on students’ motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors’ knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

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Brazilian labor reform and implications for nursing work: a case study

Revista da Escola de Enfermagem da USP ◽

10.1590/1980-220x-reeusp-2021-0230 ◽

2021 ◽

Vol 55 ◽

Author(s):

Sheila Nascimento Pereira de Farias ◽

Norma Valéria Dantas de Oliveira Souza ◽

Karla Biancha Silva de Andrade ◽

Thereza Christina Mó y Mó Loureiro Varella ◽

Samira Silva Santos Soares ◽

...

Keyword(s):

Working Hours ◽

Study Data ◽

Labor Rights ◽

Labor Reform ◽

Descriptive Case Study ◽

Regional Labor ◽

Work Method ◽

Case Study Data

Abstract Objective: to analyze the Brazilian labor reform repercussions and its implications for nursing work. Method: this is an exploratory-descriptive case study. Data were collected on the website of four Regional Labor Courts (in Brazil), taking into account the cases judged in first and second instance, involving nurses and aspects of labor rights that were linked to labor reform. Results: two cases were captured that dealt with: 1) lack of prior inspection for unhealthy work; 2) expansion of nurses’ working hours without overtime pay. These two situations were based on the labor reform, which confirms the process of loss of rights for nurses. Conclusion: implementing the new labor rules brought harm and had negative repercussions for nursing work, as it resulted in professionals’ loss of rights. In this treadmill, it is believed that the dissatisfaction of these workers will increase and may result in professional evasion.

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