http://hdl.handle.net/1974/6132 Wed, 22 May 2013 10:03:07 GMT 2013-05-22T10:03:07Z 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. Mon, 29 Apr 2013 04:00:00 GMT http://hdl.handle.net/1974/7980 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. Mon, 29 Apr 2013 04:00:00 GMT http://hdl.handle.net/1974/7978 2013-04-29T04:00:00Z http://hdl.handle.net/1974/7918 Title: CREATING SUCCESS IN ACADEMIC WRITING: FROM SECONDARY TO HIGHER EDUCATION Authors: Wong Sowat, Nang Saluna Abstract: The academic transition from one’s native language to English medium instruction is a challenging experience for second language learners (L2). This is especially true for students who are learning a new subject at the same time. Research has shown that although L2 students have undergone at least eleven years of learning English as a communicative language, this does not guarantee success in their tertiary education. Some common challenges include understanding textbooks written in English, being aware of the academic writing process, lack of confidence in their writing and unfamiliarity with the nature of academic writing and disciplinary genres, such as citing references and writing expectations. Students in Malaysia do not learn academic English explicitly in secondary schools. Yet, students who envisage pursuing their tertiary education abroad must be equipped with English academic skills. Certainly, these skills must be taught directly, extensively, and explicitly, prior to their tertiary education abroad. As such, this project focuses on the English academic gap. There are four chapters. After the introduction which traces the evolution of English language instruction in Malaysia is a chapter that reviews studies on genres of academic writing, understanding language challenges in English medium instruction and analytical writing through building critical thinking. The third chapter via a workshop is designed to achieve three learning goals: (1) to enhance academic writing skills and (2) to develop analytical writing through critical thinking skills and (3) building of positive mindsets. This project concludes with the sharing of my academic writing experience while studying in a university setting and suggestions for the benefit of non-native speakers of English. Thu, 25 Apr 2013 04:00:00 GMT http://hdl.handle.net/1974/7918 2013-04-25T04:00:00Z http://hdl.handle.net/1974/7907 Title: Leadership for Learning: How Elementary Principal Leadership Practices Influence the Professional Learning of Teachers Authors: McDonnell, Alison Abstract: It is widely recognized that effective leadership ranks second only to the quality of teaching in influencing student learning (Jacobson, 2008; Simkin, Charner, & Suss, 2010).Taking the role of powerful change agents, principals work with staff to change schools from the‘inside out’, thereby fostering the growth and development of the people who inhabit the organization (Owens, 2004). Furthermore, a principal who exercises such leadership acknowledges the conditions for improved student learning rest within the skills of the teachers in the school, and thus focuses on developing the capacity of the organization to support people in improving their own professional practice (Hallinger, 2010). Hence, an ‘inside out’ approach (Owens, 2004) to change embraces teacher professional learning as a key determinant in how schools approach and sustain successful educational reform. Addressing the point that present research related to this phenomenon is often quantitative (Hattie, 2012), this study adopted a qualitative approach to narrow the gap in current literature related to principal leadership practices that influence teacher professional learning. This study investigated the perceptions of principal leadership practices in support of teachers' professional learning from the perspectives of elementary teachers, elementary principals, and supervisors (who are supervising principals and superintendents responsible for instructional and administrative supervision of specific groups of schools and principals). Guided by a phenomenological perspective, I used three focus groups (one with elementary principals, one with elementary teachers, and one with supervisors) all of whom provided their experiences and perceptions of elementary principal leadership practices that influence teacher professional learning. The following research questions explored the perceptions and experiences of elementary principal leadership practices in support of teachers’ professional learning from the perspectives of elementary teachers, elementary principals, and supervisors: 1. What principal leadership practices are perceived by elementary teachers, elementary principals, and supervisors to influence teacher professional learning opportunities? 2. How do elementary teachers, elementary principals, and supervisors describe the ways in which professional learning experiences have led to professional growth? 3. From the perspectives of elementary teachers, elementary principals, and supervisors is there a perceived set of core leadership practices that support and influence teacher professional learning? The findings for each of the three research questions are summarized and discussed in relation to the extant literature. The results of this study suggest that a wide variety of principal leadership practices are perceived to influence teacher professional learning. While a few themes were similar across teacher, principal and supervisor participant groups, the majority of identified themes were diverse. The variability or divergence among themes is in alignment with literature referenced in this study and the conceptual framework upon which this study is based. Potential implications of this study include: an impact on principal leadership practices; principal hiring practices; the structure of teacher professional learning opportunities; and educational policy that constructs the parameters through which teacher professional learning is implemented. Tue, 23 Apr 2013 04:00:00 GMT http://hdl.handle.net/1974/7907 2013-04-23T04:00:00Z