From the Access Ramp To Equity and Quality: Alberta Teachers’ Experiences of Educating Deaf/Hard of Hearing Students

This study examines the current state of education for Deaf/Hard of Hearing (DHH) students in Alberta, Canada, based on the perspectives and experiences of classroom teachers and Teachers of the Deaf/Hard of Hearing (TDHHs). The research was conducted in three phases: Phase 1 involved interviews, which informed the design of two survey instruments used in Phase 2. In Phase 3, participants helped corroborate and clarify data collected in the previous phases. The study was guided by Piper et al.’s (2006) theoretical framework of access, equity, and quality. The central research question was: What is the current state of education for students who are DHH in Alberta, from the perspectives and experiences of classroom teachers and TDHHs? The findings reveal that while general classroom teachers are welcoming and provide basic accommodations that support visual and auditory access to the classroom, they often have limited awareness of the specialized instructional needs of DHH students. TDHHs possess specialized expertise in assessment and instructional needs of DHH students, but have few opportunities to apply their knowledge with teachers or students. A dearth of qualified professional, paraprofessional support in classrooms and professional development opportunities in DHH Education hinder teachers’ ability to identify and address the specialized instructional needs of this low incidence, heterogenous student population. These challenges highlight the need for improved training, collaboration, and resource allocation to enhance educational outcomes for DHH students

The Efficacy of Narrative Therapy in Supporting Refugees With Trauma

This capstone project shows the practical applications of narrative therapy and how it offers real support to refugees. Narrative therapy is an evidence-based therapy modality, with a strong research base applicable to refugees of all ages with a variety of psychological concerns. The reviewed publications of this project are international and include Canada, the United States, Australia, China, and South Africa to illustrate narrative therapy’s relevance to many areas and peoples. The researchers of the publications that the author reviewed for this capstone project used interpretivist qualitative research methods. The moderate number of participants in the studies indicate a qualitative case-study methodology. The major finding from the project is that narrative therapy’s interventions, such as artwork, drawing, and letter writing, are appropriate supports for refugees of any age. It is a misconception that arts, drawing, and writing are for only children and young teens. Narrative therapy has the potential for use with refugees who have only a basic knowledge of English as well as their native language (Khawaja et al., 2022; Ncube, 2006)

List of Recommendations and Strategies for a Balanced Approach to Supporting Academic Integrity

List of Recommendations and Strategies for a Balanced Approach to Supporting Academic IntegrityMaintaining academic integrity is a growing concern for higher education, increasingly so due to the pivot to remote learning in 2020 caused by the COVID-19 pandemic. We canvassed students, faculty, and tutors at an online Canadian university about their perspectives on academic integrity and misconduct. The survey asked how the university could improve policies concerning issues of academic integrity, how faculty and tutors handled cases of misconduct, about satisfaction with how academic violations were treated, and about the role of students, faculty, and tutors in encouraging academic integrity. As well, we collected suggestions from respondents for reducing cheating, addressing academic misconduct, and general ideas about academic integrity. The distinction between misconduct and integrity was not always clear in their comments. We received responses from 228 students and 73 faculty and tutors, generating hundreds of comments. In this paper we focus only on the answers to open-ended questions. Using content analysis, we categorized the replies into similar threads. After multiple iterations of analysis, we extracted three general recommendation groupings: Policy and Procedures, Compliance and Commitment, and Resources. Based on respondents’ views, we propose a balanced approach to supporting academic integrity. Although we conducted the study pre-COVID-19, the recommendations apply to current and future academic integrity practices in our context and beyond

Andromeda (disambiguation)

A personal essay on fandom, love, and friendship, prompted by reading and watching The Expanse. Originally published by Heartlines Spec, 16 Feb. 2023; open access at https://www.heartlines-spec.com/andromeda-disambiguation-by-mark-a-mccutcheon

"We should have brought a poetry grad student": Higher education and organised labour in The Expanse

From the introduction: “'We should have brought a poetry grad student' explores class in the series in relation to both higher education and organised labour. In particular, they draw out the representation of higher education and the role it plays within different factions, as well as the use of poetry within The Expanse.

File-naming Convention and Folder Organization Readme Template

This is a template for a plain text readme file. It is intended as a tool for research data management to describe file-naming conventions and folder organization. The readme should be stored in the top level folder of the structure it describes

File-Naming and Organization Worksheet

The File-Naming and Organization Worksheet is licensed under a Creative Commons Attribution 4.0 licence (CC-BY 4.0) and has been adapted from “Naming and Organizing your Files and Folders” (CC-BY 4.0) by MIT Libraries Data Management Services and “File Naming Convention Worksheet” (CC-BY 4.0) by Kristin A. Briney.This is a worksheet designed to assist researchers with file-naming and organization of folders as a part of their data documentation practices. It includes recommendations for developing systematic file-naming conventions

Paratextual and "sampladelic" techniques for "committing centonism" in contemporary poetry published in Canada

This chapter attempts to model a twofold method for reading centos ‒- poems composed wholly of excerpts from other works -‒ in relation to intellectual property (IP) law, in the context of contemporary poetry published in Canada. The method proceeds by inference, in the reading of published poetry’s paratextual matter, and by analogy, in the relating of cento-writing technique to DJ technics of mixing and sampling recorded music. This chapter’s form also tries to model its proposed method, in that a plethora of sometimes extensive quotations composes a fair deal of the argument that follows (in this, I adopt a practice of re-mixing one’s own work that is also found in contemporary poetry). This proposed interpretive approach illuminates how contemporary cento production navigates copyright law and suggests how an understanding of DJ practice enriches the reception and criticism of centos and related found-poetry forms and techniques. Moreover, this interpretive approach shows how authors and publishers need the users’ rights afforded under Canadian copyright law no less than users and consumers do