http://hdl.handle.net/1974/6132 2013-05-24T05:21:51Z http://hdl.handle.net/1974/8038 Title: Experiencing Shakespeare through performance: A handbook for teachers Authors: van Gestel, Paul Peter Abstract: When I was a teenager in high school I hated William Shakespeare. Not only did I hate him I resented him and dreaded having to sit in an English class and struggle with trying to find meaning in the heightened language that is the poetry of William Shakespeare. I found myself in a constant state of questioning the relevance of being forced to read these epically long and difficult plays. Now looking back, I can identify what my resistance to Shakespeare was. I was bored. It was like being forced to listen to a story in another language without having any frame of reference or understanding. Of course there were moments of clarity. It was not difficult to understand the tragic events of Romeo and Juliet and if looked close enough, it would not be too difficult to see Macbeth as a tragic twenty first century action hero. So why was I bored in the first place? Why was Shakespeare so inaccessible to me? It was not until I actually witnessed my first live performance of a Shakespeare play that I began to understand the potential impact not only of Shakespeare's language but of the theatre itself. I remember very vividly going on a class outing to see a production of Henry V. From my perspective as a fourteen year old anything was better than sitting in that English class watching the hands of the clock move backwards. In my mind Henry V was going to be a play about a big fat English monarch who married six times, executed a few wives and ate chicken legs. Little did I know that the production of Henry V I was about to see would change my own personal journey in a very profound way. I was completely engaged by the production and invested in the struggles, defeats and triumphs of the characters before me. For the first time I was able to make meaning and understanding of the poetry of Shakespeare because for the first time I was experiencing it as it was intended to be experienced: as a living breathing entity. Why? Because I was experiencing the play through multiple perspectives and voices. Actors were infusing their own lives, experiences and emotional investmentinto the words and for the first time I could associate action with the language. For the first time the language was clear and I was able to understand the potential of how these plays could be relevant to my own life. This is what my project is all about. 2013-05-23T04:00:00Z http://hdl.handle.net/1974/8035 Title: Promoting transformative learning within adolescent students through the use of environment-based education. Authors: Williams, Andy Abstract: The purpose of this project is to examine how environmental education (EE) can be improved through the application of transformative learning theory and environment-based education (EBE) techniques within conventional classroom curriculua. This paper will explore reasons why EE needs to be expanded within Ontario’s secondary school system, how transformative learning can be promoted within adolescent students, and how EBE techniques can be applied to create more impactful, meaningful experiences for learners. This inquiry includes a series of curriculum planning recommendations which can be used to create more effective EE for students enrolled in conventional classroom-based learning. 2013-05-23T04:00:00Z http://hdl.handle.net/1974/7980 Title: Workshops for Transition to First-Year Commerce Program Authors: Daniel, Amanda Abstract: The aim of this workshop series was to create a First-Year Transition Program designed to attain help Commerce students achieve first-year success. The workshops were designed based on current student success literature surrounding academic, social, and motivational issues, and the needs of the students in the Commerce program at Queen’s University. The series includes four workshops: 1. Academic success boot camp, 2. Do I have time for a life?, 3. OMG my grades have dropped? Now what?, and 4. Reboot. Each workshop is designed to be offered at a different time during the first year of the program. The topics were chosen to advise students of important information that pertains to them at the particular point in time at which the workshop is being offered. The goal is that the students will attend to and process the information in the workshops because it applies to them at that moment and will help ease their transition. 2013-04-29T04:00:00Z http://hdl.handle.net/1974/7978 Title: Risk of Enbridge Northern Gateway Pipeline Project to Eulachon (Thaleichthys pacificus) Authors: Power, Helen Abstract: Eulachon, (Thaleichthys pacificus), is an anadromous species that spawns in the Kitimat River, British Columbia. The proposed Enbridge Northern Gateway Pipeline travels alongside this waterway and will put this species at risk. Eulachon are a unique species, and are important to freshwater and riparian ecosystems. Spawning runs occur at the end of winter, and they provide marine-derived nutrients that are essential to the functioning of these ecosystems. Species such as bears, gulls, eagles, and piscivorous fish all rely on eulachon for sustenance. The status of the central BC population of eulachon is “critically endangered”, with Kitimat River populations being “virtually extirpated” with fewer than 1000 members per run. Since 1992, eulachon runs of the Kitimat River have dropped substantially, and an oil spill at the most inopportune time could potentially eliminate this population. Haisla First Nations rely on eulachon runs for food, social, and ceremonial purposes. The elimination of these populations would have devastating effects on their way of life. The pipeline project puts eulachon at risk during all life stages; eulachon may be exposed as embryos incubating in the Kitimat River, as juveniles in the Kitimat Arm of the Douglas Channel, or as spawning adults running up the Douglas Channel. Should there be a tanker spill in the ocean, adult eulachon may also be exposed. There has been no research into the toxicological effects of crude oil or bitumen on eulachon during any life stage. Pink salmon (Oncorhynchus gorbuscha), Pacific herring (Clupea pallasii), and rainbow trout (Oncorhynchus mykiss) are three species that are most similar to eulachon. Toxicity of crude oil to pink salmon and Pacific herring embryos is observed at concentrations as low as 18 µg/L and 0.4 µg/L respectively. Liver lesions are observed in pink salmon juveniles exposed to ≥ 25 µg/L crude oil. Adult Pacific herring exposed to crude oil exhibit immunosuppression. Eulachon may have similar effects upon exposure to diluted bitumen. 2013-04-29T04:00:00Z