Student perceptions of athletic training preceptor traits and their effects on board of certification examination outcomes /

Includes vita.This study explored the perceptions Athletic Training Students' harbored of the traits of preceptors they have been assigned. The preceptor characteristics examined in this study were nurturing, contemplative, consolidative, management, inspirational, and rigorous. These perceived traits of preceptors were then compared to Athletic Training Programs who were compliant and non-compliant with CAATE Standard 11 for Professional Programs. The study investigated whether there would be a significant difference in any of the trait characteristics between programs in compliance and non-compliance with Standard 11. This was a quantitative study in which data were collected via Preceptor Effectiveness Survey. The data were analyzed through SPSS 23 using descriptive statistics and MANOVA. The MANOVA failed to result in a significant multivariate effect, however, the univariate results indicated a significant difference between programs (p less than.05) for the "rigorous" trait, F(1, 105) = 7.210, p = 0.008. Overall, noncompliant programs presented lower mean scores on all traits when compared to compliant schools. The study can offer evidence for effective preceptor traits in programs with successful Board of Certification (BOC) outcomes. This could be utilized to improve training, recruitment, hiring, establishing appropriate student-preceptor ratios to individual preceptors, and enhancing the overall student clinical experience.Dr. Sandy Hutchinson, Dissertation Chair.|Includes vita.Includes bibliographical references (pages 87-97)

Throwing petrol on a fire: the human and environmental cost of tar sands production

In this opinion piece, independent researcher Jennifer Huseman and Senior Lecturer in Human Rights in the Institute of Commonwealth Studies, Dr Damien Short, examine Canada’s tar sands oil industry and its effect on indigenous communities. They describe how the industry ‘externalities’ of environmental degradation and pollution are seriously affecting the health of indigenous communities and threatening their physical and cultural survival. Furthermore,due to the enormous carbon footprint associated with the exploitation of the tar sands, the authors argue that they are a danger to us all. They call for a halt to tar sands expansion, the instigation of effective environmental clean-up procedures and measures to address the health issues facing indigenous peoples as a result of tar sands operations. They also call on national and international financial institutions to immediately withdraw funding from the tar sands expansion and operations

Extreme Energy As Genocidal Method: Tar Sands and the Indigenous Peoples of Northern Alberta

In this paper we discuss the impact of the tar sands development in northern Alberta on the indigenous communities of the Treaty 8 region.[i] While the project has brought income to some, and wealth to the few, its impact on the environment and on the lives of many indigenous groups is profoundly concerning. Their ability to hunt, trap and fish has been severely curtailed and, where it is possible, people are often too fearful of toxins to drink water and eat fish from waterways polluted by the ‘externalities’ of tar sands production. The situation has led some indigenous spokespersons to talk in terms of a slow industrial genocide being perpetrated against them. We begin the paper with a discussion of the treaty negotiations which paved the way for tar sands development before moving on to discuss the impacts of modern day tar sands extraction and the applicability of the genocide concept

Common Core State Standards (CCSS) – Higher Education’s Role In Developing Education Professionals: An Evaluation of the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri

With the implementation of Common Core State Standards (CCSS), K-12 teachers, counselors, and administrators will be held accountable for meeting the explicitly defined standards of college and career readiness for every high school graduate.  An equivalent and reciprocal challenge is also placed upon universities to prepare future education professionals to successfully meet the expectations for CCSS downstream outcomes.  This will require significant changes to higher education processes to ensure rigorous teacher preparation which includes not only best practices in pedagogy, but also full understanding of the standards set forth by the CCSS.  However, opportunities for developing in pedagogy and CCSS do not commonly exist.  In an attempt to improve pedagogical rigor of new faculty members, the Network for Instructional Support and Enhancement (NISE) Program at the University of Central Missouri was initiated in the fall semester of 2012.  Comprised of an orientation and mentoring process, this study provides an evaluation of the programs strengths, deficiencies and specific suggestions for enhancing the program.  The research is limited because it was conducted at the mid-point of the pilot delivery of the complete program.   Qualitative analysis was conducted on data collected from university senior leaders, NISE Program committee members and new faculty about their perceptions of the program’s delivery and impact