Doctor of Philosophy

dissertationParkinson disease (PD) is a progressive neurodegenerative disorder with selective damage of dopaminergic neurons within the Basal Ganglia (BG), leading to the most clearly recognized sequelae of motor deficits observed in PD. The BG have also been shown to be important during implicit motor sequence learning (IMSL), and individuals with BG lesions have demonstrated impairment in IMSL compared to healthy age matched controls. Additionally, individuals with PD are typically prescribed dopamine replacement or agonist medications, which have been found to reduce the observed movement deficits. However, it has been observed that dopamine addition may potentially impair IMSL. The primary purpose of this paper was to describe impairments in IMSL in individuals with PD, describe a neurobiological model for the observed deficits in IMSL, and to determine the impact of dopamine addition on acquisition performance and retention learning of repeated segments during a standing implicit continuous tracking task in individuals with PD. We hypothesized that IMSL would be impaired in individuals with PD on their usual dosage of dopamine. Secondarily, the impact of age, PD, and dopamine on sequence-specific integration was assessed, and it was hypothesized that there would be a graded deficit related to age, PD, and dopamine on sequencespecific integration. Finally, the relationship of spatial and temporal parameters within sequence learning was assessed as an exploratory aim. The results of this study supported an IMSL deficit primarily related to age and secondarily related to PD, but not dopamine replacement. Additionally, individuals with PD, regardless of medication, demonstrated impaired spatial integration compared to healthy young and elder participants. The type of task performed in this study was a demanding postural task compared to the traditional IMSL paradigms using the upper extremity and task difficulty could account for the lack of observed difference during acquisition. Longer time to practice the paradigm may be required to observe improved performance. Finally, although IMSL has been observed to be impaired in individuals with PD, a better understanding of the IMSL deficit related to the impact of medication and age during a standing motor task is warranted

The Personal Program Plan: Exploring Educational Support Teachers’ Perceptions of a New Template

A Personal Program Plan (PPP) is a document that outlines a student’s strengths and needs. It is used for three reasons: to support students who require greater assistance than what is provided through the Adaptive Dimension; when learning outcomes within a grade differ from the provincial curricula; and to facilitate individualized programs for students identified as a Level I or II intensive need student (Saskatchewan Ministry of Education, 2007). The PPP includes measurable goals that outline supports which will help the student participate and succeed within the mainstream classroom. The Saskatchewan Rivers School Division (SRSD) has a different vision of what a PPP should measure than what is suggested by the Saskatchewan Ministry of Education. In August 2008, the SRSD proposed an action research project to the Ministry of Education to create a new PPP template. The new template focuses on the Understanding by Design (UbD) format using a Performance Task (PT) (an authentic task used to demonstrate understanding) instead of only SMART goals (specific, measurable, achievable, relevant, and timely) and offers two options regarding the document’s focus: a PPPI (for those who follow regular curriculum but have behavioural issues) or PPPII (for those not able to follow regular curriculum). This qualitative study opens with a brief timeline of the history of Special Education within Canada, with special attention focused on Saskatchewan (SK), as well as a comparison of the SK PPP template to other templates around the world. By using content analysis, categories of analysis explored patterns and trends that emerged from six SRSD Educational Support Teachers (ESTs) responses to a semistructured style questionnaire. Six main themes emerged with respect to the research question: (1) a team approach including teacher and parent involvement; (2) a monthly timeframe; and (3) the expectation of student achievement with regard to a rubric component and how this rubric connects to student achievement; (4) the concept of time, specifically focusing on apprehensions with the amount of time expected of the participants, implementation difficulties, and monthly time commitments; (5) teamwork difficulties, regarding working with teachers and parents; and (6) the steep learning curve that accompanied the new PPP template and the UbD format. Numerous recommendations also arose in response to the research question with respect to: (a) adding more personal information to the template; (b) attaching an adaptations checklist to the template; (c) fixing the technical glitches; (d) reevaluating the expectations of the workload; (e) identifying who has ownership of the template; (f) determining involvement of the team; (g) establishing time commitments; (h) providing training for the team; (i) and having a team-based understanding of the provincial template

Evidencing atmospheres and narratives: measuring the immeasurable?

Most academic researchers conscious of metrics for the assessment of quality of research such as the Research Excellence Framework (REF) in the UK, will be seeking impact for their work. The evaluation of academic research now extends to relevance and impact beyond the academy (Gunn and Mintrom, 2017). Some may consider evidencing the impact of research into atmospheres and narratives somewhat challenging, particularly for those who adopt a creative, interpretive approach. Thus, if we are to evidence this in our practice and to a wider audience, we should consider whether or not it is measurable, how we would want it to be used and who may read or act upon it. The political systems in the UK, as in many other European countries, are situated in a positivist theoretical framework and capitalist paradigm built on accountability, performativity and measurability, and where scale is objectified. Policy and decision making for funding throughout Europe usually is based on evaluative evidence (E) that places the apparent fluidity and openness of research into atmospheres and narratives at an epistemological margin. Emphasis is placed on an outcome driven educational system (Prince and Exeter, 2016)

Female candidates are more likely to use Twitter to discuss policy issues and to ‘go negative’ in their campaign.

In the 2016 presidential primaries, both female candidates, Hillary Clinton and Carly Fiorina, have made extensive use of Twitter to reach out to female voters. In new research, using data gathered during the 2012 election, Heather Evans and Jennifer Hayes Clark look at how female candidates make use of Twitter. They find that women are much more likely to ‘go negative’ on Twitter, and to use Twitter to discuss policy issues, especially those that affect women the most

Animal Assisted Therapy in Pediatric Speech-Language Therapy with a Preschool Child with Severe Language Delay: A Single-Subject Design

Background: The application of animal assisted therapy (AAT) in provision of services is an emerging area of research in the allied health literature. Prior investigators have called for additional research concerning applications of animal assisted therapy in specific settings and patient populations. Objectives: to (a) investigate the effect of animal assisted therapy on the quantity of vocalizations in a single child participant with severe speech delay, and (b) identify optimal animal assisted therapy practices in pediatric group speech-language therapy. Design: A case study was conducted using ABA single-case design. The number of vocalizations produced by the participant was measured for 15-minute periods during four initial baseline (no animal assisted therapy) sessions, four sessions with the intervention condition (animal assisted therapy), and three additional baseline (no animal assisted therapy) sessions. Observations were also recorded concerning the interactions between the animal assisted therapy team, the participant, and other children in the group. Results: The number of vocalizations increased markedly during the intervention phase, and the effect was nonreversible. The participant also demonstrated increased attention to tasks and activities during the intervention phase. An increase in unpredictable, forceful movements by the participant and other children was observed after 10-minutes. Conclusions: Although the same degree of increase in vocalizations is not expected for every child exposed to animal assisted therapy, results suggest that animal assisted therapy is a potentially valuable tool for speech-language pathologists working with children who have severe delays in communication skills. Recommendations for future research include consideration of time limits for animal assisted therapy interventions, detailed advance planning with the handler to minimize stressors for the animal assisted therapy team, and ensuring adequate adult personnel for data collection and management of the intervention sessions

Shared-story approaches in outdoor studies: the HEAR (Hermeneutics, Auto/Ethnography and Action Research) ‘listening’ methodological model

Capturing the voices of practitioners and participants in outdoor experiences as data in qualitative research, demands imaginative, creative and practical methodologies, embedded within sound ethical frameworks. In this chapter, we explore shared-story approaches as ways in which experiences can be considered, analysed critically and conceptualised to give ‘testimony’ - a recognisable way of constructing meaning and disseminating research findings. We illustrate HEAR (Hermeneutics, (Auto)Ethnographic Action Research) as a methodological ‘listening’ model and a form of praxiography, rooted in the use of fables and stories to convey findings. This transdisciplinary method has meaning and application within and out with outdoor contexts

Conclusion: Meditations on the Archaeology of Northern Plantations

A summary of the methods employed and the conclusions reached after nine seasons of archaeological fieldwork are presented. Emphasis is placed on the success and limitations of the methods employed in the investigations at Sylvester Manor and results of those investigations. Although excavations concentrated on the plantation core, additional areas examined produced little in the way of archaeological features. The results, although preliminary, point to a major role for Native Americans as laborers during the earliest phases of the plantation’s operation. Landscape evidence also suggests an evolving economy as the Manor transitions from a provisioning operation to a commercial farm/tenant run operation within a decade of Nathaniel Sylvester’s death in 1680. A third transition saw the commercial farm reconfigured once again as a Georgian-inspired country estate eclipsed it

Evidencing atmospheres and narratives: measuring the immeasurable?

As outdoor educators and researchers, we face many challenges. Not least of which is the need to evidence the impact of our work. How do we do this with something as ephemeral and tenuous as Hauntings or Aesthetics or Atmospheres – what about when we sense a presence that is not physically present?(i) Can we really claim that narratives and storytelling are valid forms of research? What about being robust?(ii) Whilst we welcome initiatives that highlight the importance of spending time outdoors, and seek to nurture young people’s connection with nature, we believe that many research projects are attempting to measure the immeasurable.(iii) It is one thing to co-construct a way of thinking about our outdoor practice so that new understandings of atmospheres and narratives engender curiosity, raise cultural sensitivity and enrich our outdoor practices. It is a very different thing to show how this is achieved. Given the increasing importance of ‘impact’ in relation to both academia and practice, we ask a number of questions, including: a) What does impact really mean, and who is ‘impacted’? b) How do we want our research to be used, and who do we want to read/act on it? We will explore the apparent need to measure, quantify and statistically signify concepts that are arguably better suited to interpretative practices. We will discuss the contentious nature of the word ‘impact’ and propose that ‘influence’ is preferable for concepts that change with each situation, individual and environment. Is this type of work truly measurable? (i) Loynes, C. (2015) Email to Tracy Hayes, 27 March. (ii) Bragg, R.; Wood, C.; Barton, J. and Pretty, J. (2013) Measuring connection to nature in children aged 8 -12: A robust methodology for the RSPB. Essex: Essex Sustainability Institute and University of Essex. (iii) Chia, J. Measuring the immeasurable? Diss. Bond University, 2006. Available from: http://www.pria.com.au/sitebuilder/resources/knowledge/asset/files/2/measuringtheimmeasurablejoychia.pdf Last Accessed: 17/01/2017. Goleman, D., ed. (2008) Measuring the Immeasurable: The Scientific Case for Spirituality. Boulder, USA: Sounds True Inc