AccessAbility: an exploration of the perspectives of educators who use digital tools to support students' learning

This thesis explores the role of assistive technology in supporting Universal Design for Learning principles in K-12 education. The intersections of disability, advancements in technology and Universal Design for Learning served as a background and focus of this inquiry. The purpose of the study is to better understand the perspectives of educators who use digital technologies to support student learning. To investigate this, a narrative inquiry approach was used. Semi-structured interviews were conducted virtually with four educators who use technology to support students with exceptionalities, and work in K-12 publicly funded schools in Ontario. Central to each narrative were themes of the necessity of assistive technology in true inclusion and the implementation of Universal Design for Learning, an educator perception of assistive technology supporting transferrable skills and holistic growth for students supporting both academic and social well-being, and the importance of professional learning for educators. An unexpected finding was a central theme of perceived stigma for students with disabilities. These findings suggest that assistive technology is critical for student learning and that it is timely to consider the role of stigma in the experience of students with disabilities

Age and petrogenesis of Li pegmatites in southern Newfoundland

Canada’s efforts to develop low-carbon technologies has increased the demand for critical minerals, including lithium. Southern Newfoundland is a region displaying favourable geological conditions to host lithium pegmatites, particularly in the aureoles of voluminous, geochemically evolved plutonic rocks. The present research is focussed on the Killick pegmatite field, a swarm of lithium-cesium-tantalum (LCT) pegmatites discovered in 2021 in southern Newfoundland. Fieldwork focussed on mapping and sampling multiple spodumene-bearing pegmatite dikes. The dykes intruded metasiltstone, meta-quartz arenite, and metavolcanic rocks of the Dolman Cove formation. Due to the homogeneity of the >10 dykes in the Killick swarm, three dykes form the focus of petrographic and mineral chemistry data collection (Kraken, East and Hockey Stick dykes). The dykes are of variable thickness with irregular widths ranging from <1 up to <5m. The textures in the Kraken dyke are mostly equigranular and dykes show no internal zoning, but the East and Hockey Stick dykes have irregular zoning patterns including layered aplite zones in the contact with the host rock and coarser-grained cores with spodumene up to 15cm in length. Most plagioclase grains are albite, which likely formed due to the alteration of K-feldspar. Muscovite is present as both primary and secondary muscovite. Spodumene is acicular in shape, pale green, up to 15 cm in length, and it formed during the late magmatic stage. In some cases, the spodumene is altered to clay minerals. The garnet grains are Mn-rich spessartine and is either magmatic or xenocrystic. The tourmalines are acicular, schorl in composition, and mainly present in the contact zones of the pegmatites with the host rocks. The columbite – tantalite minerals are mostly manganocolumbite to manganotantalite that are rich in HFSE. Apatite, monazite, and beryl are also present in minor proportions. The high Li and Cs content in the dykes and the presence of spodumene, spessartine, and columbite-tantalite group minerals indicate that the pegmatites are highly fractionated. Taken together, these new data provide a better understanding of the magmatic-hydrothermal processes that resulted in the emplacement of LCT pegmatites in southern Newfoundland. The pegmatites may be related by a remelting or anatexis of nearby, voluminous, geochemically evolved two-mica granites (Peter Snout and Rose Blanche plutons) or originated by the remelting of the metasedimentary host rock

Uncovering the effectiveness of digital literacy in the virtual realm: a case study of Syrian women (in)visibility in art

Women artists, in general, have been historically underrepresented and invisible in the art world. Likewise, women artists from the Southwest Asia and North Africa (SWANA) region encounter gender-specific obstacles, such as self-censorship, sexual harassment, stereotyping, societal backlash, and marginalization, often intensified by government censorship, political and social context. The rise of cyberspace and digital art during the pro-democracy protests in countries like Egypt, Syria, and Yemen in 2011 have been a powerful tool for community development and raising awareness around human rights and socio-political issues. However, the digital divide remains significant for marginalized groups and women. This qualitative case study aimed to explore digital literacy as an enabling factor in reclaiming the agency and visibility of Syrian women artists post-2011, by focusing on the power relation within the Syrian art scene, including the challenges and opportunities artists encountered in the context of ongoing conflict and forced displacement. Moreover, this study explores to what extent utilizing cyberspace accelerated their visibility on the local, regional, and international levels after 2011. From this research, I intended to explore how artists envisioned the future of art and creativity during the rise of artificial intelligence (AI). All participants in this research were publicly known on social media, and they expressed an interest to have their respective artist's name used

Today’s Road to Resources in the Canadian Arctic: An Analysis of the Grays Bay Port and Road Project

The Grays Bay Port and Road Project (GBPR) is an ambitious and decades-long proposal to construct a deep-water port at Grays Bay on the Northwest Passage, along with an all-season road connecting it to Yellowknife through the Kitikmeot region of Nunavut. This mega-infrastructure project would unlock rich mineral deposits in the Slave Geological Province that could be exported to global markets from the Canadian Arctic coastline. Originally conceived as the Bathurst Inlet Port and Road Project, the GBPR has undergone five iterations over the past thirty years. The GBPR has gained some traction at the local level by framing benefits like food security, affordability, and employment opportunities for local Inuit. At the same time, this project presents potential drawbacks, such as risks to terrestrial and marine wildlife stocks, and increased substance abuse, which causes both concern and hesitation among Kitikmeot residents. As the project progresses and operates within the Canadian Arctic’s current political, economic, and legal landscapes, common challenges to Arctic development — specifically, high capital costs, a lack of human capital, and local opposition — are identified as the primary factors hindering the GBPR and its predecessors. However, these hurdles can possibly be overcome with six policy recommendations, including creating Inuit-owned business opportunities through a comprehensive impact benefit agreement, developing a wildlife mitigation and monitoring plan, providing accurate cost estimates, designing multi-purpose and multi-user infrastructure applications, securing reliable and long-term federal funding, and establishing an efficient and competitive regulatory process in the Canadian Arctic. These policy prescriptions could overcome the challenges and move forward on building what seems to still be a long road ahead

Learners in a Canadian Diagnostic-Focused Competency-Based Medical Education Program: A Qualitative Case Study

This dissertation explores the experiences of medical residents within a diagnostic-focused specialty, Pathology, who are undergoing training in a competency-based medical education (CBME) curriculum in Canada. Through an instrumental case study design, the research aims to provide a nuanced understanding of the learner experience in a mandated outcomes-based education (OBE) curriculum, with a particular focus on the implications for learner-centered education from an adult learning perspective. The study involved six participants across various stages of their residency - three in their first year, two in their third year, and one in their fourth year. Data collection methods included document analysis of relevant program and Royal College materials related to competence by design, a focus group, individual semi-structured interviews, and researcher journaling. The analysis revealed several key themes: the benefits of an outcomes-based approach, the identification of gaps between prior skills and mandated objectives, the balance between learner autonomy and the need for structured support, the critical role of community practice, and the importance of shared understanding between faculty and learners. The findings suggest that while CBME and OBE programs offer significant advantages in aligning educational outcomes with professional competencies, challenges remain in its implementation, particularly in ensuring that all stakeholders - learners and educators alike - share a common understanding of the curriculum’s goals and expectations. The study contributes to educational theory by reinforcing the importance of learner-centered approaches and the role of communities of practice in professional education. It also offers practical implications for enhancing the design and delivery of CBME programs, highlighting the need for tailored learning approaches, structured support mechanisms, and robust faculty development initiatives. This research adds to the existing literature, underscoring the complexity of transitioning to a CBME framework in medical education and calls for further exploration into the long-term impacts of this approach on both learners and educators. It affirms that OBE often presents as a reductionist approach to education, with mandated outcomes becoming a checklist for learners to complete. It does, however, also affirm that there is merit in learners having a roadmap to their educational program in the form of outcomes lists. The study challenges the concept of OBE in the form of CBME being a learner-centred approach to education and illuminates how the construct of a diagnostic-focused residency training program falls short in providing a holistic competency-focused curricula. The findings have broad relevance for the ongoing evolution of medical and professional education programs

Skating on the edge : Kamila Valieva and the systemic exploitation of elite athletes

The case of Kamila Valieva, a 15-year-old Russian figure skater who tested positive for a banned substance during the 2022 Beijing Winter Olympic Games, underscores the vulnerability of youth athletes to coercion, abuse, and systemic neglect. Rather than an individual act of misconduct, Valieva’s doping violation reflects broader structural failures in international sport, where minors are subjected to extreme physical, psychological, and ethical pressures in pursuit of competitive success. This paper critically examines the means through which elite youth athletes are exploited, using Valieva’s case as a focal point to analyze the failures of anti-doping governance, the role of coaches and federations, and the inadequate protections afforded to minors in elite sport. Through philosophical and legal analysis, I investigate the ethical responsibilities of governing bodies and the systemic disregard for athlete welfare. A feminist ethics of care approach will be used to assess how existing policies fail to protect young athletes from harm. Ultimately, this research calls for stronger accountability measures, policy reforms, and a fundamental shift in sports culture to prioritize athlete well-being over competitive success

Exploring job characteristics of mental performance consultants in Canada

Applied sport psychology (ASP) assists athletes in performing at an optimal level. However, the field continues to face challenges related to regulation, funding, and professional recognition. Previous research has shown that ASP professionals often receive limited compensation, and until now, Canadian-specific data has been lacking. The present study aimed to fill this gap by surveying 48 Certified Mental Performance Consultants (CMPCs) in Canada, representing a 20% response rate. Participants completed an online survey assessing income, employment settings, hours worked, and professional credentials. Most respondents worked in academia and/or private practice, and nearly half (46%) also provided clinical or counselling services. The average income from MPC-specific work was $45,097 CAD, accounting for approximately 40$112,731 CAD, with MPC hours averaging 15 per week. These findings suggest that ASP work remains largely part-time in Canada, though growth in hours and income may indicate slow but positive change. Continued efforts are needed to improve job stability, increase recognition, and expand employment opportunities for future practitioners

Rivalry and Enmity in Q

Q is a site of tension, some of which is preserved from the time of Q’s composition and redaction, and some of which goes back to the historical Jesus. “This generation” , which mistreats prophets, is one of the most interesting points of tension in Q. Q’s Jesus draws on martyr discourse to situate John the Baptist’s apocalyptic message within the noble lineage of past ill-treated prophets vindicated only in hindsight. Q repurposes this discourse to lend gravitas to Jesus’ own death, as well as to actively construct what makes “a good Jew.

Re-imagining Nunavut teacher education: A document analysis of Indigenous teacher education programs

Within Nunavut, the Nunavut Teacher Education Program has continually failed to sufficiently supply the territory with an adequate number of qualified Inuit teachers necessary to deliver quality Inuit education that is rooted in language and culture. For the Government of Nunavut to meet the demands of providing Inuit-led education, the program needs to be revamped. Over the past 50 years, the program has evolved from a colonial, southern-led teacher education program, to locally envisioned community-based programs and then back again to a more colonial program that aligns with southern partnerships. Each revamp seems to move the Nunavut Teacher Education Program further away from the decolonization process that needs to occur in order to ensure that its graduates have the necessary qualities and skills to create cultural sustainability within the territory. Keeping decolonising methodologies, such as tribal critical race theory and Inuit Qaujimajatuqangit, in mind I used document analysis to examine other Indigenous teacher education programs from Canada and around the world. Four Canadian and international Indigenous teacher education programs were examined based on pre-determined guiding questions to ascertain their ability to be transferred to Nunavut’s remote, northern setting. After examining these four programs, that were felt to be the most promising, I found that while each program has its own strengths, no one program seemed wholly transferable to the Nunavut context. In fact, for the Nunavut Teacher Education to move forward in creating a program that would increase Inuit teaching capacity within the territory, a combination of the strengths of these four programs would likely produce the best result