Review of Academic Skill Programs at Post Secondary Institutions & Designing Impactful Academic Supports for International Students

This paper presents a review of academic skills programs at post-secondary institutions and offers three options for designing impactful academic supports for international students, including Option A: Modules/Workshops; Option B: General Elective Course; Option C: Mixed Model Solution. This review was informed by the Academic Preparedness Plan prepared by Joan Sweeney Marsh, Marian Traynor and Danielle Palombi

Well Series Handbook

The Well Series was conceived at Sheridan College in summer 2020 in response to the sudden move from in-person to online classes at the start of the COVID pandemic. A differentiator in post-secondary institutions, the self-directed modules are designed to support student in their academic success from pre-arrival to graduation. This handbook is meant to be a guide of all things Well Series, from module creation and governance to assessment and communications.https://source.sheridancollege.ca/lls_books/1002/thumbnail.jp

Academic Integrity Report, 2016

At Sheridan, originality matters; prevention and education to reduce breaches of academic integrity (AI) is our shared responsibility. This past year, Library and Learning Services explored what an Integrated AI Model might look like at Sheridan. Extensive research including a literature review and interviews with experts from universities across North America was carried out. This report summarizes the findings and includes recommendations for an Integrated AI Model

The Policy of Inclusion and the Support of Primary School Children with Dyslexia: A Comparative Study of the Republic of Ireland and Northern Ireland.

All people are not born equally. The World Conference in Special Education which was held in Salamanca in 1994, sought to make inclusive education the norm. The aspiration is arguably noble. However, it would appear that defining the meaning of inclusive education poses difficulties. Over twenty five years have elapsed since the conference. This thesis reviews the support for primary children with dyslexia from the perspective of inclusion and offers the opportunity to explore the perception of teachers, parents and past pupils around inclusion and segregation. The literature review initially considers the theme of special education in five jurisdictions. The special education theme is then narrowed, focusing specifically on the area of dyslexia. Finally, the documentary evidence relating to the Republic of Ireland (ROI) Northern Ireland (NI) becomes the sole focal point where the policy of inclusion and the support of primary school children with dyslexia are carefully studied. The literature review provided the impetus for a comparative study using an online survey and a comparative case study involving participants from the Republic of Ireland and Northern Ireland. The survey and the comparative case study employed in this research generated considerable data which was analysed qualitatively. In addition, the survey produced large amounts of statistics which were used as a means of triangulation. Eight thematic nodes from the survey expanded into an additional four thematic nodes from the comparative case study. The survey was conducted with 174 participating teachers and the comparative case study consisted of 21 semi structured interviews involving teachers, parents and past pupils. When the entire data was carefully analysed, twelve recommendations emerged. It would appear that the quality of teaching support for primary children in both the ROI and NI lacks a coordinated approach, where it is up to individual boards of management and boards of governors to organise and train school staff specifically in the area of special education. Only 53.5 per cent of the participants in the survey had received any training in the support of children with dyslexia. The detection of children with dyslexia appeared haphazard with only 28 per cent of participants reporting that their school used dyslexia screening tests. The findings from the case study illustrate the contrast in support which is available to primary children with dyslexia. In the ROI, children with a diagnosis of severe dyslexia who meet the required criteria have the option of attending either one of four special schools or twenty special units for children with a specific disability including dyslexia. The policy of the department of education and skills in the ROI encourages primary schools not to withdraw children from their classrooms wherever possible which is in contrast to the existence of four schools and twenty units where children are removed from their mainstream peers for up to two years and in exceptional circumstances this can be extended up to three years. Withdrawing children was the norm in NI and the findings from this research suggest that perhaps children prefer to be withdrawn

Handling marginality in feminist organizations :: a study of the structural choices and the organizational problems of campus - based women\u27s centers.

Thesis (M.S.

Risk taking as a necessity for growth : a study of the perceptions and experiences of a sample of successful contemporary American women entrepreneurs.

PsychologyDoctor of Philosophy (PhD

Peptide conjugates with polyaromatic hydrocarbons can benefit the activity of catalytic RNAs.

Early stages of life likely employed catalytic RNAs (ribozymes) in many functions that are today filled by proteins. However, the earliest life forms must have emerged from heterogenous chemical mixtures, which included amino acids, short peptides, and many other compounds. Here we explored whether the presence of short peptides can help the emergence of catalytic RNAs. To do this, we conducted an in vitro selection for catalytic RNAs from randomized sequence in the presence of ten different peptides with a prebiotically plausible length of eight amino acids. This in vitro selection generated dozens of ribozymes, one of them with ∼900-fold higher activity in the presence of one specific peptide. Unexpectedly, the beneficial peptide had retained its N-terminal Fmoc protection group, and this group was required to benefit ribozyme activity. The same, or higher benefit resulted from peptide conjugates with prebiotically plausible polyaromatic hydrocarbons (PAHs) such as fluorene and naphthalene. This shows that PAH-peptide conjugates can act as potent cofactors to enhance ribozyme activity. The results are discussed in the context of the origin of life

The Process of Organ Donation from Non-Living Donors: A Case-Based Journey from Potential Donor Identification to Organ Procurement

Each year, thousands of people worldwide succumb to end-organ failure while awaiting life-saving transplantation procedures. The shortage of organs continues with no signs of easing in the foreseeable future. The availability of organs from living donors continues to be constrained. At the same time, the cumulative knowledge of organ preservation is advancing steadily resulting in an enhanced ability to utilize a growing number of previously unsuitable tissue and organ gifts. Our ability to procure and preserve more organs is accompanied by the increasing use of so-called “expanded criteria” donors, or those whose organs may not have been suitable without modern advances in organ preservation science. Within the overall context of organ donation from non-living donors, the importance of physiologic and end-organ optimization cannot be understated. This chapter discusses our current state of understanding of optimized organ procurement approaches derived from practical experiences and “lessons learned” at a high-performing, community-based tertiary referral hospital