scholarly journals Local Indigenous ways of knowing and learning in the classroom through Community-engaged learning

Journal ◽  
2021 ◽  
Vol 10 (4) ◽  
pp. 47-57
Author(s):  
Andrew Judge ◽  
Sherry Fukuzawa ◽  
Jonathan Ferrier
Keyword(s):  
Secondary Education ◽  
Ways Of Knowing ◽  
Fundamental Difference ◽  
Post Secondary Education ◽  
Engaged Learning ◽  
Community Members ◽  
Post Secondary ◽  
Indigenous Ways Of Knowing ◽  
Japanese Canadian ◽  
The Impact

This paper reflects on the impact of community-engaged learning (CEL) in post-secondary education, as guided by local Indigenous community members, specifically members of the Anishinaabeg Nation and more specifically Mississauga peoples. This CEL way of educating highlights a fundamental difference between Indigenous axiology, where localized relationships and community contributions are paradigm, with traditional Euro-Western hegemonic pedagogies. Within this framework, we hope to contribute to the larger discourse in revising the axiological foundation applied to knowledge within the Academy, based on authentic expressions of an Indigenous way of knowing and learning.  We seek to recapitulate the ways that knowledge in the field of anthropology (and post-secondary education in general) is valued and assessed through the first-hand experiences of two cis male Anishinaabe academics, and one cis female Japanese Canadian academic, involved in the development and delivery of community-engaged learning on Turtle Island.

Measuring the Impact of Post-Secondary Education in Prison

1998 ◽  
Vol 27 (1-2) ◽  
pp. 87-106 ◽  
Author(s):  
Stephen Duguid ◽  
Colleen Hawkey ◽  
Wayne Knights
Keyword(s):  
Secondary Education ◽  
Post Secondary Education ◽  
Post Secondary ◽  
The Impact

scholarly journals Not On My Watch: White Time In Post-Secondary Education And Its Impacts On Students’ Mental Health

2021 ◽  
Author(s):  
Emily Britt
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Secondary Students ◽  
Negative Impact ◽  
Educational Institutions ◽  
Temporal Constraints ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Narrative Study ◽  
The Impact

This is a qualitative narrative study of the impact that white time within post-secondary educational institutions has on the mental health of students. White time can be described as the concept of time that has been created to favour the experiences of the dominant white community. Using a narrative approach, the researcher interviewed several participants to understand how current and/or past post-secondary students understand time within these academic institutions. After interviewing two students, and analyzing the data, it was found that both students found the temporal constraints within post-secondary education to be overwhelming. Both participants described situations in which they have experienced white time within their academic careers. Additionally, both participants linked their experiences of white time and of temporal constraints to a negative impact on their mental health.

scholarly journals Globalization and Post-Secondary Education Policy in Canada:A Review of Trends

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Dale Kirby
Keyword(s):  
Secondary Education ◽  
Newfoundland And Labrador ◽  
Economic Globalization ◽  
Training System ◽  
Workforce Training ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Review Reports ◽  
The Impact ◽  
And Training

In 2005, provincial governments in Ontario and Newfoundland and Labrador each commissioned comprehensive public post-secondary education and training system reviews. While there are considerable differences between the systems and policy approaches in these jurisdictions, the final reports of each of these reviews provide an interesting repository of current post-secondary policy tendencies in Canada. The principal arguments and recommendations put forward in the review reports demonstrate the pervasive influence of economic globalization and the continuing shift to a more utilitarian and market-oriented ideological outlook on post-secondary education’s raison d'être. The policies advocated by both reviews illustrate, to varying extents, the impact of dominant influences on modern post-secondary policies including workforce training, privatization, marketization, internationalization and quality assessment mechanisms. En 2005, les gouvernements provinciaux de l'Ontario et de Terre-Neuve et Labrador ont commandé séparément des comptes-rendus détaillés sur les systèmes publiques d'enseignement et de formation au niveau post- secondaire. Quoiqu'il y ait bien des différences entre les systèmes et les approches politiques des deux provinces, chacun des comptes-rendus finals devient un répertoire intéressant des tendances en cours de la politique de l’éducation post-secondaire. Les recommendations et arguments principaux présentés dans ces comptes-rendus démontrent l'influence envahissante de la mondialisation économique et le changement continu vers une perspective idéologique plus utilitaire et plus orientée vers la commercialisation sur la raison d'être de l'enseignement post-secondaire. Les recommandations de ces deux comptes-rendus démontrent l'effet des influences dominantes sur la politique de l’éducation post-secondaire moderne pour y incorporer la formation de la main-d'œuvre; la privatisation et la commercialisation et les mécanismes d'évaluation de la qualité.

scholarly journals The Effects of Gender and Parental Education on Participation Within Post-Secondary Education in the 1970s and 1980s

1989 ◽  
Vol 19 (1) ◽  
pp. 49-62
Author(s):  
Neil Guppy ◽  
Krishna Pendakur
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Parental Education ◽  
Family Background ◽  
Full Time ◽  
Post Secondary Education ◽  
Factors Affecting ◽  
Post Secondary ◽  
Part Time ◽  
The Impact

Knowledge of factors affecting access to post-secondary education is growing, but we know much less about influences shaping patterns of study within higher education. This paper explores the impact of gender and parental education on student decisions to study part-time or full-time, to choose college or university, and to enroll in different fields of study. These issues are examined using representative national samples of Canadian students from 1974-75 and 1983-84. We demonstrate that both gender and family education play decisive roles in influencing patterns of participation in higher education and that the effects of family background differ significantly between women and men.

scholarly journals The positive labour productivity externalities that arise from a post-secondary qualification or training

2013 ◽  
Vol 6 (3) ◽  
Author(s):  
Hardus Van Zyl
Keyword(s):  
Secondary Education ◽  
Labour Productivity ◽  
Geographical Area ◽  
Post Secondary Education ◽  
Skill Levels ◽  
Post Secondary ◽  
Training Post ◽  
Training Institutions ◽  
Wage Equations ◽  
The Impact

The aim of this article is to estimate, compute and determine the magnitude of positive labour productivity externalities (defined as unintentional positive labour productivity spill-over effects) generated by employees with a post-secondary education or training (post-grade 12). The research is deemed necessary given the important debate on the shortage of higher-skilled employees and the impact of this on the creation of positive labour productivity spill-over effects in the workplace. Logarithm wage equations for different skill levels and for different geographical areas are derived and estimated in order to determine the existence and magnitude of positive labour productivity externalities created by employees with a post-secondary qualification or training. Higher-skilled employees who have a post-secondary qualification or training and who are employed in a geographical area in which post-secondary education or training institutions are denser tend to create significant positive productivity externalities in the workplace.

scholarly journals Not On My Watch: White Time In Post-Secondary Education And Its Impacts On Students’ Mental Health

2021 ◽  
Author(s):  
Emily Britt
Keyword(s):  
Mental Health ◽  
Secondary Education ◽  
Secondary Students ◽  
Negative Impact ◽  
Educational Institutions ◽  
Temporal Constraints ◽  
Post Secondary Education ◽  
Post Secondary ◽  
Narrative Study ◽  
The Impact

This is a qualitative narrative study of the impact that white time within post-secondary educational institutions has on the mental health of students. White time can be described as the concept of time that has been created to favour the experiences of the dominant white community. Using a narrative approach, the researcher interviewed several participants to understand how current and/or past post-secondary students understand time within these academic institutions. After interviewing two students, and analyzing the data, it was found that both students found the temporal constraints within post-secondary education to be overwhelming. Both participants described situations in which they have experienced white time within their academic careers. Additionally, both participants linked their experiences of white time and of temporal constraints to a negative impact on their mental health.

scholarly journals Patient Adherence to Medication within a New Multidisciplinary Thrombosis Service

Blood ◽  
2020 ◽  
Vol 136 (Supplement 1) ◽  
pp. 38-38
Author(s):  
Kwadwo Osei Bonsu ◽  
Stephanie W Young ◽  
Tiffany Lee ◽  
Hai V Nguyen ◽  
Rufaro S Chitsike
Keyword(s):  
Patient Satisfaction ◽  
Secondary Education ◽  
Medication Adherence ◽  
Research Funding ◽  
Post Secondary Education ◽  
Anticoagulation Management ◽  
Post Secondary ◽  
Adherence To Medication ◽  
The Impact

BACKGROUND Poor medication adherence puts patients who require thrombosis care at greater risk of complications. Little is known about the impact of multidisciplinary care models on medication adherence in patients requiring anticoagulation management. It is also unclear from the literature whether adherence varies in clinical practice with the advent of direct oral anticoagulants (DOACs) which have shorter half-lives and require limited or no laboratory monitoring compared to vitamin-K antagonists. We started a new multidisciplinary Adult Outpatient Thrombosis Service (TS) in October 2017 in a Canadian health authority servicing over 300 000 people. The TS is a comprehensive thrombosis and anticoagulation management program with unique, interrelated clinics providing the spectrum of care required for this patient group. The TS includes an Emergency Thrombosis Clinic for care after an acute episode of venous thromboembolism; Thrombosis Clinics addressing non-urgent thrombosis and anticoagulation questions and follow up; Anticoagulation Management Clinics for long term follow up of patients on anticoagulation; and a Perioperative Anticoagulation Management Clinic for patients on anticoagulation requiring surgery or procedures. The TS is staffed by Pharmacists, a Thrombosis Physician/Hematologist, and Clerical staff. The objective of the survey was to assess self-reported medication adherence of patients within the TS. PATIENTS/METHODS We conducted a cross-sectional survey of patients who were consulted to the TS between October 2017 and May 2019. Eligible patients were mailed an anonymous survey with a cover letter and self-addressed, return stamped envelope. Adherence to medication was assessed using the 12-item validated Adherence to Refills and Medications Scale (ARMS). The ARMS utilizes a 4 point scale (1-4), with the continuous score range of 12 to 48, and lower scores indicating better adherence. Baseline characteristics and patient satisfaction with the TS were evaluated for association with medication adherence. Linear regression analysis was used to examine the associations between patient's characteristics, their satisfaction with TS and medication adherence. RESULTS Of 1058 eligible patients, 563 responded to the survey representing a response rate of 53%. Seventeen were excluded who had more than 6 missing responses to the ARMS items. Out of remaining 546 patients with complete responses 55% (n=297) were on DOACs, 19% (n=102) on warfarin, 5.0% (n=27) on low molecular weight heparin (LMWH), 3.3% (n=18) on antiplatelet therapy and 18% (n=96) were not receiving anticoagulation therapy at the time of completing the survey. Nearly half had taken anticoagulant for 1 to 5 years (47%, n=253) while 28% (n=150) and 25% (n=137) had been on an anticoagulant for less than 1 year and more than 5 years respectively. Most patients (87%, n=475) were 50 years of age or older and half (51%, n=277) were male. About two-thirds (67%, n=360) had at least post-secondary education. The mean score for the ARMS was 13.9 (SD 2.2, range 12 to 25). Most patients (88%, n = 481) reported high adherence to medication (ARMS score = 12-16). In univariate analysis, post-secondary education (β = 0.0052, p = 0.006) and patient satisfaction with the TS (β = 0.0004; p = 0.019) significantly predicted medication adherence among participants. In multivariate analyses education (β = 0.0039, p = 0.048) and duration of anticoagulant use (β = 0.0047, p = 0.0244) were significantly associated with medication adherence. The internal consistency reliability for the ARMS tool was acceptable (Cronbach's alpha = 0.70). CONCLUSIONS Self-reported medication adherence was high (88%) in patients seen at a multidisciplinary TS. Post-secondary education and duration of anticoagulant use were important predictors of medication adherence. Disclosures Young: Sanofi Canada: Honoraria, Research Funding; Bayer: Research Funding; Pfizer: Honoraria. Chitsike:Bayer Canada: Research Funding; Sanofi Canada: Honoraria, Research Funding.

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