How to be a student: Students who identify as Aboriginal and their experiences mediating identities at university

The university habitus is not comprised of neutral structures but carries with it a history of privileging certain ways of doing, learning and being. Students who identify as Aboriginal draw from a number of identities at the University that become more or less relevant depending on the context. In this narrative study, seven students who identify as Aboriginal are interviewed about their experiences at the University of Saskatchewan. As a result of these interviews, a perspective of the university takes shape where Aboriginal culture welcomes and comforts students in a supporting role but does not always seem relevant in an academic context. Connections to others and to oneself can impact a student’s engagement in classroom curricula and stereotypes about Aboriginal peoples and grades play an important role in shaping the experiences of students who identify as Aboriginal at university, their definition of success and even their decision to attend university. The “narrative of struggle” can influence students’ choices to frame themselves either in relation to a non-Aboriginal reference group or question why Aboriginal educational success is framed in terms of exceptional individual cases rather than as a group norm. While students’ experiences at the university vary, their purpose for attending university is closely connected to their identities both now and their hopes for creating a better self in the future

A policy, a ‘priority’, an unfinished project: The Ontario First Nation, Métis, and Inuit Education Policy Framework

In 2007, the Ontario Ministry of Education released the Ontario First Nation, Métis, and Inuit Education Policy Framework. The policy set forth a vision to significantly improve the levels of achievement for Indigenous students attending Ontario’s public schools, and to increase awareness and knowledge of Indigenous cultures and perspectives for all students by the year 2016. Drawing upon critical pedagogy, theories of decolonizing education, and policy enactment, we engaged with the Framework and a set of related documents to a critical discourse analysis. Four discourses were revealed: achievement; increasing capacities; incorporating “cultures, histories, and perspectives”; and absence. In tracing the presence of these discourses across the documents we found that, while well-intentioned, the policy has yielded problematic outcomes. In turn, this undermines the ability of Ontario’s education system to not only reach the aforementioned goals but also to take an active role in reconciliation and efforts towards the decolonization of education

Understanding Indigenous and non-Indigenous Perspectives of Reconciliation: A Case Study

Reconciliation in the Canadian context is difficult to define (Graeme & Mandawe, 2017; Martin, 2009), but is often linked to the residential school system (Chrisjohn & Wasacase, 2011; Nagy, 2012). This instrumental case study examines how reconciliation is understood and activated among a group of educators and community members involved with a professional learning event held in Southern Ontario inspired by the Truth and Reconciliation Commission of Canada. Employing narrative inquiry, and informed by decolonizing methodologies, seven event organizers, four presenters, and five attendees participated in conversational interviews. Two main themes were uncovered from the interview data. The first, reconciliation is difficult, includes consideration of the personal discomfort involved with reconciliation efforts; the tensions that can arise from bringing together Indigenous and non-Indigenous peoples, as evidenced in a specific incident which occurred at the event; and the institutionalization of colonialism. The second theme associated with the need for action to support reconciliation is connected to education in the following ways: making learning mandatory, being sensitive to language, and centring Indigenous voices. Action for reconciliation through relationships is tied to community connections and having care for people. Informed by critical and decolonizing theoretical perspectives, the author discusses three elements associated with the challenges to describing and actualizing reconciliation: the systemic manifestations of colonialism including Canada’s long history of oppression, the impacts of the Indian Act, and the ways that colonialism informs social institutions that exist today; the role of individuals in maintaining settler colonialism; and the tendency to use reconciliation as a synonym for other Indigenous-centred activities, such as resurgence and restitution. Based on the interview data and related literature, this study posits that the question “what does reconciliation mean” is less important than the efforts of working towards what reconciliation could be, and, ultimately, reconciliation is a complicated concept that requires context-specific consideration

Using the EBAM Across Educational Contexts: Calibrating for Technical, Policy, Leadership Influences

This article reports on a rigorous approach developed for calibrating the Evidence-Based Adequacy Model to suit the Ontario K–12 public education context, and the actual calibrations made. The four-step calibration methodology draws from expert consultations and a review of the academic literature. Specific attention is given to the technical revisions and, importantly, the significant influence of policy(values) and leaders’ decision-making on the calibration process. It also presents emerging implications for leaders and researchers who are considering calibrating the EBAM for use in their educational context. Calibrating the instrument was a necessary step before use in a jurisdiction outside of the United States, where the model was developed, and our team has been the first to outline a methodology and bring Canadian evidence to the discussion

Impact of the Novel CoronaviruS (COVID-19) on Frontline PharmacIsts Roles and ServicEs: INSPIRE Worldwide Survey.

BACKGROUND: Pharmacy has been recognized as a vital healthcare profession during the COVID-19 pandemic. The primary objective of the INSPIRE Worldwide survey was to determine the impact of COVID-19 on pharmacy practice and pharmacists\u27 roles around the world. METHODS: A cross-sectional online questionnaire with pharmacists who provided direct patient care during the pandemic. Participants were recruited through social media, with assistance from national and international pharmacy organizations between March 2021-May 2022. The questionnaire was divided into (1) demographics, (2) pharmacists\u27 roles, (3) communication strategies, and (4) practice challenges. The data were analyzed using SPSS 28, and descriptive statistics were used to report frequencies and percentages. RESULTS: A total of 505 pharmacists practicing in 25 countries participated. The most common role that pharmacists undertook was responding to drug information requests (90%), followed by allaying patients\u27 fears and anxieties about COVID-19 (82.6%), and addressing misinformation about COVID-19 treatments and vaccinations (80.4%). The most common challenges were increased stress levels (84.7%), followed by medication shortages (73.8%), general supply shortages (71.8%), and inadequate staffing (69.2%). CONCLUSIONS: Pharmacists within this study were significantly impacted by the COVID-19 pandemic and took on new or adapted roles (e.g., providing COVID-specific information, managing patients\u27 emotions, and educating on public health measures) to meet the needs of their communities. Despite, the significant challenges (e.g., increased stress, supply chain challenges, addressing misinformation, and staffing shortages) faced by pharmacists, they continued to put their patients\u27 needs first and to provide pharmacy services

Characterizing quantum physics students’ conceptual and procedural knowledge of the characteristic equation

Research on student understanding of eigentheory in linear algebra has expanded recently, yet few studies address student understanding of the Characteristic Equation. In this study, we explore quantum physics students’ conceptual and procedural knowledge of deriving and using the Characteristic Equation. We developed the Conceptual and Procedural Knowledge framework for classifying the quality of students’ conceptual and procedural knowledge of both deriving and using the Characteristic Equation along a continuum. Most students exhibited deeper conceptual and procedural knowledge of using the Characteristic Equation than of deriving the Characteristic Equation. Furthermore, most students demonstrated deeper procedural knowledge than conceptual knowledge of deriving the Characteristic Equation. Most students demonstrated conceptual knowledge that was as deep or deeper than their procedural knowledge of using the Characteristic Equation. Examples of student work are provided, including descriptions of student work exhibiting rich knowledge of the characteristic equation. Implications for instruction and future research are discussed

Developing Feasible and Effective School-Based Interventions for Children With ASD: A Case Study of the Iterative Development Process

Despite an emphasis on identifying evidence-based practices among researchers and using evidence-based practices among professionals in the field of education, there are still problems with uptake and implementation in real-world settings. This lack of diffusion of practices is evident in educational programming for children with autism spectrum disorder (ASD). One solution is to use an iterative process to develop interventions in which researchers work in collaboration with the end users to test and refine interventions. However, there are very few guidelines for developing feasible and effective interventions through these iterative processes. This article provides a description of the iterative process used to develop the Advancing Social-Communication and Play (ASAP) intervention, a supplemental program designed for public preschool classrooms serving students with ASD, and examples of how data from the sequence of iterative design studies shaped the intervention development. The research team offers guidelines for other researchers looking to engage in intervention development using an iterative process in the context of partnerships with end users, including suggestions for planning and executing an intervention development grant

Communicative Gesture Use in Infants With and Without Autism: A Retrospective Home Video Study

Compare gesture use in infants with autism to infants with other developmental disabilities (DD) or typical development (TD)

Consensus Recommendations for Sick Day Medication Guidance for People With Diabetes, Kidney, or Cardiovascular Disease:A Modified Delphi Process

Rationale &amp; Objective: Sick day medication guidance (SDMG) involves withholding or adjusting specific medications in the setting of acute illnesses that could contribute to complications such as hypotension, acute kidney injury (AKI), or hypoglycemia. We sought to achieve consensus among clinical experts on recommendations for SDMG that could be studied in future intervention studies. Study Design: A modified Delphi process following guidelines for conducting and reporting Delphi studies. Setting &amp; Participants: An international group of clinicians with expertise relevant to SDMG was recruited through purposive and snowball sampling. A scoping review of the literature was presented, followed by 3 sequential rounds of development, refinement, and voting on recommendations. Meetings were held virtually and structured to allow the participants to provide their input and rapidly prioritize and refine ideas.Outcome: Opinions of participants were measured as the percentage who agreed with each recommendation, whereas consensus was defined as &gt;75% agreement. Analytical Approach: Quantitative data were summarized using counts and percentages. A qualitative content analysis was performed to capture the context of the discussion around recommendations and any additional considerations brought forward by participants. Results: The final panel included 26 clinician participants from 4 countries and 10 clinical disciplines. Participants reached a consensus on 42 specific recommendations: 5 regarding the signs and symptoms accompanying volume depletion that should trigger SDMG; 6 regarding signs that should prompt urgent contact with a health care provider (including a reduced level of consciousness, severe vomiting, low blood pressure, presence of ketones, tachycardia, and fever); and 14 related to scenarios and strategies for patient self-management (including frequent glucose monitoring, checking ketones, fluid intake, and consumption of food to prevent hypoglycemia). There was consensus that renin-angiotensin system inhibitors, diuretics, nonsteroidal anti-inflammatory drugs, sodium/glucose cotransporter 2 inhibitors, and metformin should be temporarily stopped. Participants recommended that insulin, sulfonylureas, and meglitinides be held only if blood glucose was low and that basal and bolus insulin be increased by 10%-20% if blood glucose was elevated. There was consensus on 6 recommendations related to the resumption of medications within 24-48 hours of the resolution of symptoms and the presence of normal patterns of eating and drinking. Limitations: Participants were from high-income countries, predominantly Canada. Findings may not be generalizable to implementation in other settings. Conclusions: A multidisciplinary panel of clinicians reached a consensus on recommendations for SDMG in the presence of signs and symptoms of volume depletion, as well as self-management strategies and medication instructions in this setting. These recommendations may inform the design of future trials of SDMG strategies.</p