Global Education in the Shifting Classroom: Refocusing the Teacher Lens Through Study Abroad

Academic exchange programmes provide opportunities for teacher candidates to study at educational institutions abroad wherein they are able to learn more about different cultures, teaching practices, and build cross-cultural relationships. This paper is an exploration into my teacher candidate experience abroad. The relevant research on this topic indicates that teacher certification should take an active role in creating opportunities for teacher candidates to participate in educational experiences abroad because of their benefits. The knowledge that a teacher gains through abroad experiences is one of the strongest factors in helping to build authentic global classrooms. In addition, these programmes allow for fuller understanding of a global context and the chance to understand someone else’s story. This review and synthesis of literature and research findings prepares a foundation for how teacher candidates, and hopefully, how policy makers can work toward creating a more inclusive global classroom for students.

Using Poetry, Story, and Reflection to Understand Professional Self After Personal Loss

This research investigated professional identity transformation after personal loss. Through autoethnographic methods, I explore how my personal experience of my sister’s breast cancer and death affected my identity as a diabetes educator in the health culture. I discover a transformation of a professional who focuses on evidence-based medicine to a professional who values connection, therapeutic alliance, and mindfulness with patients and self in the diabetes education encounter. Using a holistic perspective on transformational learning, I integrate the poem “Wild Geese” to a collection of written narratives to connect my personal loss experience to my professional life. By unpacking the generated stories and using poetry, I conduct a process of critical and self-reflection to discover how my identity as a health professional has transformed and what makes meaning in my role as a diabetes educator in the health culture. I consider concepts of a conscious self, social relations and language and discover themes of knowledge exchange, food, and empathy as forms of language expression. These language expressions are not present in my professional life as I focus on rational, logical facts of evidence-based medicine and standardized education methods. Through this reflexive process, I hope to understand how my professional practice has changed, where I place an importance on connection, therapeutic alliance, and mindfulness. I move away from always “doing” in my professional life to focus on my state of “being” in my professional world. Rather than knowledge acquisition as the only factor in professional development, this study contributes to an understanding of additional qualities health professionals may consider that focus on the patient education encounter.

One of Us or One of Them: A Generic Qualitative Study on the Efficacy of the Funds of Knowledge Strategy to Reduce Teacher Ethnocentrism

The purpose of this study was to examine whether English a Second Language (ESL) instructors’ ethnocentrism could be reduced using multicultural education (MCE) principles. There were three focus group discussions and a Likert scale questionnaire. The findings demonstrated that while ESL instructors were conscious of systemic barriers, media stereotypes, and bullying, more diversity training is required in order to improve teachers’ attitudes, responses, and instructional strategies regarding integration issues due to the increasing diversity of learners present in classrooms today. The findings of the study also demonstrated that MCE principles could be used to effectively raise the awareness of ESL instructors when dealing with integration and assimilation issues. When immigration, human rights, and multicultural policies were examined critically, ESL instructors were able to improve their cross-cultural skills in the classroom to be more inclusive towards diverse ethnic groups by giving learners greater opportunities to express themselves. As a result, learners’ knowledge, experience, and skills were validated in the classroom leading to a more meaningful learning experience.

Geographical Applications for Sound Walks

Geography has long been a predominantly visual discipline, but recent work in geography has sought to explore the multisensory, embodied, emotional and affective dimensions of people’s relations with places. One way to engage this type of exploration is through the use of sound walks: walks along a specified route accompanied by a soundtrack (on headphones or stationary speakers) that conveys information, enacts a story, produces an ambience or atmosphere, or illuminates certain aspects of the environment through which the listener is walking. This thesis aims to show how geographers can benefit from using sound walks as thinking tools, representational tools and teaching tools. Drawing on my own experiences producing sound walks, I first examine the ways that sound walk production processes help generate productive geographical thinking for those producing sound walks (Chapter Two). The various stages of producing a sound walk require different skill sets, pose different challenges, and require different sorts of environmental awareness, and therefore present novel opportunities for developing geographical insights about specific places or spatial relations. Second, I focus on four experientially-oriented aspects of sound walks – using multiple senses, walking, contingency, and moments of interaction – to argue that sound walks can be useful representational tools for geographers, whether those creating sound walks subscribe to a representational or non-representational theory of knowledge (Chapter Three). The value of sound walks as representational tools is in the experience of ‘doing’ them. That is, audiences discover for themselves through interaction what is being represented, rather than having it delivered to them. The experiential elements of ‘doing’ sound walks recommend them as potentially helpful representational tools for geographers. Third, by examining the work of a small sample of fourth year “Advanced Geography of Music” students, I develop the argument that sound walks can be effective tools for teaching students and for creating circumstances for students to learn independently (Chapter Four). Sound walks have potential to be effective pedagogical tools because they are commensurate with several key pedagogical schools of thought that emphasise the importance of requiring students to engage actively with their environment using a combination of senses. The thesis demonstrates that sound walks are a worthwhile resource for geographers to use theoretically, representationally and pedagogically in their work. The next step is for geographers to put them into practice and realize this potential.

Investigation of Frustrated Quasi-One-Dimensional Quantum Spin-Chain Materials

Copper arsenite CuAs2O4 and Copper antimonite CuSb2O4 are S=1/2 (Cu2+ 3d9 electronic configuration) quasi-one-dimensional quantum spin-chain compounds. Both compounds crystallize with tetragonal structures containing edge sharing CuO6 octahedra chains which experience Jahn-Teller distortions. The basal planes of the octahedra link together to form CuO2 ribbon-chains which harbor Cu2+ spin-chains. These compounds are magnetically frustrated with competing nearest-neighbour and next-nearest-neighbour intrachain spin-exchange interactions. Despite the similarities between CuAs2O4 and CuSb2O4, they exhibit very different magnetic properties. In this thesis work, the physical properties of CuAs2O4 and CuSb2O4 are investigated using a variety of experimental techniques which include x-ray diffraction, magnetic susceptibility measurements, heat capacity measurements, Raman spectroscopy, electron paramagnetic resonance, neutron diffraction, and dielectric capacitance measurements. CuAs2O4 exhibits dominant ferromagnetic nearest-neighbour and weaker antiferromagnetic next-nearest-neighbour intrachain spin-exchange interactions. The ratio of the intrachain interactions amounts to Jnn/Jnnn = -4.1. CuAs2O4 was found to order with a ferromagnetic groundstate below TC = 7.4 K. An extensive physical characterization of the magnetic and structural properties of CuAs2O4 was carried out. Under the effect of hydrostatic pressure, CuAs2O4 was found to undergo a structural phase transition at 9 GPa to a new spin-chain structure. The structural phase transition is accompanied by a severe alteration of the magnetic properties. The high-pressure phase exhibits dominant ferromagnetic next-nearest-neighbour spin-exchange interactions and weaker ferromagnetic nearest-neighbour interactions. The ratio of the intrachain interactions in the high-pressure phase was found to be Jnn/Jnnn = 0.3. Structural and magnetic characterizations under hydrostatic pressure are reported and a relationship between the structural and magnetic properties was established. CuSb2O4 orders antiferromagnetically below TN = 1.8 K with an incommensurate helicoidal magnetic structure. CuSb2O4 is characterized by ferromagnetic nearest-neighbour and antiferromagnetic next-nearest-neighbour spin-exchange interactions with Jnn/Jnnn = -1.8. A (H, T) magnetic phase diagram was constructed using low-temperature magnetization and heat capacity measurements. The resulting phase diagram contains multiple phases as a consequence of the strong intrachain magnetic frustration. Indications of ferroelectricity were observed in the incommensurate antiferromagnetic phase.

Certificate for One Share of Capital Stock in Nicola Valley Coal and Coke Company

Certificate for 1 share of capital stock in Nicola Valley Coal and Coke Company to Welland D. Woodruff, May 13, 1905.

Certificate for Twenty-One Shares of Capital Stock in Nicola Valley Coal and Coke Company

Certificate for 21 shares of capital stock in Nicola Valley Coal and Coke Company to Welland D. Woodruff, Oct. 16, 1905.

Certificate for One Thousand Shares of Capital Stock in Lincoln-Nipissing Development Co. Ltd.

Certificate for 1,000 shares of capital stock in Lincoln-Nipissing Development Co. Ltd. to Hamilton K. Woodruff, Feb. 21, 1907.

Certificate for One Share of Capital Stock in St. Catharines Golf Club Ltd.

Certificate for 1 share of capital stock in St. Catharines Golf Club Ltd. to Dr. Thos. Woodruff, April 15, 1911.

Certificate for One Share of Capital Stock in the Lincoln County Greater Production Company

Certificate for 1 share of capital stock in the Lincoln County Greater Production Company to Hamilton K. Woodruff, Jan. 20, 1919.

Certificate for One Hundred and Twenty Shares of Preferred Stock in Skyway Limited

Certificate for 120 shares of preferred stock in Skyways Limited to Hamilton K. Woodruff, Sept. 9, 1929.

Certificate for One Share of Capital Stock in St. Catharines Lawn Bowling Club

Certificate for 1 share of capital stock in St. Catharines Lawn Bowling Club to executors of the estate of Hamilton K. Woodruff, Dec. 23, 1933.

Certificate for One Hundred Preference Shares in the Tait Storage Battery Company, Limited

Certificate for 100 preference shares in The Tait Storage Battery Company, Limited to the estate of Hamilton K. Woodruff, March 2, 1934.

Second copy of the memorandum respecting differences between the approximate and final estimate but this one has “memorandum of extras of Brown and McDonall contract” written on the outer page

Second copy of the memorandum respecting differences between the approximate and final estimate but this one has “memorandum of extras of Brown and McDonall contract” written on the outer page (3 pages, handwritten), n.d.

Estimate of cash of plank road for 1 mile and estimate of gravel macadamized road for one mile

Estimate of cash of plank road for 1 mile and estimate of gravel macadamized road for one mile, n.d.