Learning with Canadian Biosphere Reserves: Connecting researchers and practitioners through a national community of practice

地域環境知プロジェクト第1回国際シンポジウム，総合地球環境学研究所 講演室，2014-09-14，総合地球環境学研究所 地域環境知プロジェク

Non-traditional Students, Non-traditional Teaching: Pathways to Academic Success Include Resourcefulness and Adaptation Skills

Today, students entering higher education are diverse and include many students who in previous generations did not attend higher education. Research shows that these non-traditional students (e.g., first generation students, students with disabilities, older students) often feel less prepared for higher education (Reed et al., 2006; Stebleton & Soria, 2012; Zafft, 2008). An option for non-traditional students seeking entry to university or professional programmes is to upgrade their academic skill through college pathway programmes. Regardless of how one might come to higher education, being prepared in higher education involves resourcefulness and resilience. Highly resourceful students use a number of self-management strategies when faced with challenges (Rosenbaum, 1990; Kennett & Keefer, 2006). Akgun and Ciarrochi (2003) showed that while high resourceful and low resourceful students face similar academic stresses, there is a greater impact of that stress on the performance of low resourceful students. Indeed, resourcefulness is predictive of student belief in their academic abilities, university adaptation, and higher grades (Kennett & Keefer 2006; Kennett & Reed 2009). Yet, non-traditional students are frequently less resourceful, less adapted and less able to balance their multiple academic and non-academic roles (Reed & Kennett, 2016; Reed, Kennett, & Emond, 2015). Here, we examine the concept of resourcefulness and resilience in today’s higher education classroom. We argue that, given the diversity of the student population, strategies should be implemented within programs, such as pathways programs, to increase student resourcefulness and resilience as both will have far reaching benefits in higher education and beyond

The importance of perceived university life balance, hours per week engaged in academic activities, and academic resourcefulness

The University Life Experience (ULE) scale was created to determine how students utilize their time between academic (class and preparatory) and non-academic (work, social, leisure, and health) activities. In addition to the ULE, 239 undergraduate students completed inventories assessing academic resourcefulness, academic self-efficacy, and university adaptation and satisfaction, along with single item questions asking about perceived academic and non-academic balance and commitment to completing one’s degree. Results indicated that total number of hours spent per week in various non-academic activities was unrelated to most of the variables including academic hours, whereas the number of hours spent per week in academic activities was positively associated with the psychosocial variables and a unique predictor of academic resourcefulness and cumulative grades. Moreover, academic resourcefulness was observed to moderate the relationship between perceived balance and academic hours, such that the average number of hours spent engaged in academic activities per week was greater for students scoring high in academic resourcefulness regardless of whether they had low or high perceptions of balance, especially compared to those students who scored low in both academic resourcefulness and perceived balance. The results suggest that teaching students requisite academic resourcefulness skills to deal with academic challenges assists them in increasing focus on their academic studies as opposed to non-academic activities

Hubungan Kepercayaan Diri Dengan Komunikasi Interpersonal Pada Mahasiswa Angkatan 2013 Program Studi Ilmu Keperawatan Universitas Sam Ratulagi Manado

: Background In the interpersonal communication, confidence is needed because the recognition and appreciation of communication we will have if we have the confidence..Purpose to know The Relationship Between Interpersonal Communication with Confidence for Student class 2013 at Nursing Department, Sam Ratulangi University Manado. Design is observational analytic with approach cross sectional. Population entire student class of 2013 at Nursing Department, Sam Ratulangi University, with number 109 students and Sample use purposive sampling, with number 57 students. The data collected were processed using SPSS computer assistance (Statistical Programme For Social Science) version 20 using the chi-square test at 95% significance level (á 0.05).Result obtained value of P =0,152 more than á = 0,05 (p 0,05).Conclusion there is not relationship between interpersonal communication with confidence for student class 2013 at Nursing Department, Sam Ratulangi University Manado. Suggestion consideration for the department as teaching materials for courses Psychiatric Nursing, and the student is expected to improve the knowledge about confidence and interpersonal communication

Social network meetings in an acute psychiatric setting : a practitioner research enquiry

Examination of the literature suggests that relationships between psychiatric staff and the families of service-users are often characterized as unsatisfactory, and that psychiatric hospitals provide an unconducive environment for the implementation of family and network-orientated approaches. This research focused upon the development in an adult psychiatric admissions unit of family- staff network meetings, that occurred when a person entered hospital. These network meetings, or 'reception meetings', were strongly influenced by the Finnish social network approach (Seikkula, Alakare & Aaltonen 2001), which focuses upon the creation of open dialogue between the service-user, family members and professionals. An overall aim of the study was to generate a body of practice-based narrative accounts which might act as a catalyst to practice developments in this field. Drawing upon a postmodern methodological framework, a range of methods were employed to engage with the multiple voices of service-users, family members and staff in the research site. Data sources included semi-structured interviews, participant observation, secondary data, and material from a research diary that was maintained as a reflexive tool in relation to the practitioner research process. A 'voice-centred relational method' (Brown and Gilligan 1992) provided a heuristic device for guiding data interpretation which facilitated multiple readings from different perspectives. A subsequent stage of data-analysis entailed developing more general connecting themes from across the data-set. A number of themes are developed in the research, which principally relate to the tensions associated with the introduction of a relationally orientated, reflective approach to practice within an individually-based medico-psychiatric organizational context. Practice approaches are discussed which appeared to facilitate an ethos of 'safe uncertainty' (Mason 1993) within network meetings, which is a necessary condition for dialogue. Connections are also drawn between themes generated in this study and the broader contexts of government policy, professional and organizational development, and practice-based research.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

The Role of Scientific Evidence in Canada\u27s West Coast Energy Conflicts

With salience, credibility, and legitimacy as organizing themes, we investigated how opposing communities engaged with scientific information for two contentious proposed energy projects in western Canada, and how their perceptions of science influenced its use in decision-making. The Trans Mountain pipeline expansion, to carry diluted bitumen from northern Alberta’s oil sands to tankers on British Columbia’s (BC) south coast, was expected to adversely impact biodiversity and contribute to climate change. The Bute Inlet hydroelectric project, a large renewable energy project planned for BC’s Central Coast, was anticipated to impact biodiversity but was largely seen as climate-friendly. Based on surveys and interviews with 68 participants who had made one or more personal or professional decisions pertaining to the projects, we discovered that values, cultural cognition, and media effects permeated all aspects of using scientific evidence—from commissioning scientific research to selecting, assessing, and weighing it with other forms of information. As a result, science was developed and used to support positions rather than to inform decisions. We discuss ways to improve the use of science in environmental assessments and other planning and development processes where engaged communities are divided by oppositional positions. We hope this research will lead to community-university partnerships that identify broadly salient, credible, and legitimate sources of information about energy and climate issues, and foster knowledge mobilization across conflict divides

Les réserves de biosphère du Canada : apprentissage social et bonnes pratiques

De l’échelle locale à l’échelle mondiale, les demandes sur les écosystèmes ne cessent de s’accroître alors que la capacité de ces derniers à fournir des biens et services de qualité diminue. Ces transformations, exacerbées par la situation économique mondiale et l’accroissement des inégalités sociales, soulèvent inexorablement le défi d’améliorer les savoir-faire et les savoir-être à l’égard de l’environnement et des systèmes de gouvernance, à tous les niveaux de compétences. L’atteinte d’un ..