scholarly journals CANADIAN MANUFACTURERS AND EXPORTERS DISCOVERY PROGRAM

2011 ◽  
Author(s):  
Christopher Laing
Keyword(s):  
Secondary Students ◽  
Manufacturing Sector ◽  
Post Secondary ◽  
Art And Technology ◽  
Career Opportunities ◽  
Career Option ◽  
Discovery Program ◽  
Problem Solve ◽  
The Many ◽  
The University

In the news and ever present on the minds of people in the technology and manufacturing sector is Canada’s need to replace nearly four hundred thousand skilled employees who will be progressively retiring over the next several years. To compound this problem, there has been a steady decline in student enrollment in the secondary and post secondary institutions in the science and technology areas (one of the main human resource feeds). Part of the reason for this can be directly related to a lack of awareness, not only to the diverse and exciting career opportunities found in contemporary manufacturing, but also just how important this sector of the economy will be to Canada’s future. This paper explores the success of the CME (Canadian Manufacturers and Exporters) pilot discovery program initiated by Design Engineering from the University of Manitoba. The initiative was directly aimed at secondary students from science, math, business, art, and technology programs. The main objective was to inspire these students by allowing them to experience first hand the many exciting facets of modern-day manufacturing. This was achieved by a hands-on approach to designing, building, and testing a project using their ingenuity to problem solve and the latest type of technology to fabricate their design. The success of this program was at the very least to be aware of a career option they may not of otherwise considered, and at the very most an opportunity to take the first steps to an exciting and rewarding career with the many possibilities that manufacturing has to offer.

The Oxford Handbook of Virginia Woolf

2021 ◽  
Keyword(s):  
Secondary Students ◽  
Virginia Woolf ◽  
Magical Realism ◽  
Natural World ◽  
The Novel ◽  
Post Secondary ◽  
The Core ◽  
The Times ◽  
The Many ◽  
Hogarth Press

With thirty-nine original chapters from internationally prominent scholars, The Oxford Handbook of Virginia Woolf is designed for post-secondary students, scholars, and common readers. Feminist to the core, each chapter offers an overview that is at once fresh and thoroughly grounded in prior scholarship. Six parts focus on Woolf’s life, her texts, her experiments, her as a professional, her contexts, and her afterlife. Opening chapters on Woolf’s life address the powerful influences of family, friends, and home. Part II on her works moves chronologically, emphasizing Woolf’s practice of writing essays and reviews alongside her fiction. Chapters on Woolf’s experimentalism pay special attention to the literariness of Woolf’s writing, with opportunity to trace its distinctive watermark while ‘Professions of Writing’, invites readers to consider how Woolf worked in cultural fields including and extending beyond the Hogarth Press and the Times Literary Supplement. Part V on ‘Contexts’ moves beyond writing to depict her engagement with the natural world as well as the political, artistic, and popular culture of her time. The final part, ‘Afterlives’, demonstrates the many ways Woolf’s reputation continues to grow. Of particular note, chapters explore three distinct Woolfian traditions in fiction: the novel of manners, magical realism, and the feminist novel.

scholarly journals The Power of the Symposium: Impacts from Students' Perspectives

2018 ◽  
Vol 32 (3) ◽  
Author(s):  
Diana Vanek ◽  
Nancy Marra ◽  
Carolyn Hester ◽  
Desirae Ware ◽  
Andrij Holian ◽  
...  
Keyword(s):  
Respiratory Health ◽  
Learning Experience ◽  
National Institutes Of Health ◽  
Air Toxics ◽  
Post Secondary ◽  
School Year ◽  
University Of Montana ◽  
Controlled Evaluation ◽  
The Many ◽  
The University

The Air Toxics under the Big Sky program developed at the University of Montana is a regional outreach and education initiative that offers a yearlong exploration of air quality and its relation to respiratory health. The program was designed to connect university staff and resources with rural schools enabling students to learn and apply science process skills through self-designed research projects conducted within their communities. As part of the program, students develop and conduct independent projects, then share their findings at the conclusion of the school year in some type of interactive capstone experience, the most prominent being a high school symposium held at The University of Montana campus. Student feedback collected through a carefully controlled evaluation program suggest that the annual symposium as the culminating event is a critical component of the Air Toxics Under the Big Sky program, and a valuable learning experience as many of the students go on to post-secondary education. AcknowledgmentsThe authors wish to thank all the students who have participated in the Air Toxics Under the Big Sky Program, with our special gratitude toward the many dedicated teachers who have made its implementation so successful and rewarding. Funding for this project was provided by the Toyota USA Foundation and by a Science Education Partnership Award, Grant Number R25 RR020432, from the National Center for Research Resources, a component of the National Institutes of Health. The contents of this manuscript are solely the responsibility of the authors and do not necessarily represent the officials views of our funding sponsors.

scholarly journals STEPPING UP: A PEER-TO-PEER DATING VIOLENCE PREVENTION PROJECT ON A POST-SECONDARY CAMPUS

2013 ◽  
Vol 4 (1) ◽  
pp. 100 ◽  
Author(s):  
D. Gaye Warthe ◽  
Patricia Kostouros ◽  
Cathy Carter-Snell ◽  
Leslie M. Tutty
Keyword(s):  
Violence Prevention ◽  
Secondary Students ◽  
Dating Violence ◽  
Community Partner ◽  
Post Secondary ◽  
Prevention Project ◽  
Secondary Population ◽  
Violence Prevention Program ◽  
Partner Involvement ◽  
The University

The purpose of the Stepping Up project was to develop, implement, and evaluate a peer-facilitated dating violence prevention program for post-secondary students. Phase I of the program focused on recruiting and training student peer- facilitators, adapting the curriculum for a post-secondary population, developing the evaluation measures, ethics clearance, and establishing community partners and an advisory committee. Phase II included recruiting participants, implementing Stepping Up and completing pre, post, and follow-up measures. To consolidate learning the students then completed prevention projects and presented them to the university campus community. Repeated evaluations showed that students had increased knowledge about dating violence and resources and these changes persisted over time. Use of peers as facilitators and community partner involvement contributed to success. Challenges included scheduling the weekend, the time commitment for facilitators and participants, and project resources. Stepping Up is compatible with an academic setting with benefits for both the students and the institution.

scholarly journals Student food insecurity at the University of Manitoba

2017 ◽  
Vol 4 (1) ◽  
pp. 139-159 ◽  
Author(s):  
Meghan Entz ◽  
Joyce Slater ◽  
Annette Aurélie Desmarais
Keyword(s):  
Food Security ◽  
Food Insecurity ◽  
Secondary Students ◽  
Chi Square ◽  
Post Secondary ◽  
School Year ◽  
Demographic Indicators ◽  
Canadian Population ◽  
University Of Manitoba ◽  
The University

While rates of food insecurity among various sectors of Canadian population are well documented, food security among post-secondary students as a particularly vulnerable population has emerged in recent years as an area of research. Based on a survey of 548 students in the 2015/16 school year, this article examines the extent of food insecurity among a population of undergraduate and graduate students at the University of Manitoba. Our study reveals that 35.3% of survey respondents face food insecurity. 23.5% of these students experience moderate food insecurity, while 11.8% are severely food insecurity. Using chi-square tests and regression analysis, we compare these rates with various demographic indicators to assess which students are at greater risk of food insecurity, factors contributing to food insecurity, and its effect on their student experience, their health and their lives in general. In contemplating funding for post-secondary institutions and increases in tuition fees, provincial governments need to consider how this will affect student food security

Nutritional Quality and Price Of University Food Bank Hampers

2006 ◽  
Vol 67 (2) ◽  
pp. 104-107 ◽  
Author(s):  
Noreen D. Willows ◽  
Vivian Au
Keyword(s):  
Cost Saving ◽  
Food Insecurity ◽  
Secondary Students ◽  
Food Group ◽  
Food Bank ◽  
Perishable Items ◽  
University Of Alberta ◽  
Post Secondary ◽  
The Cost ◽  
The University

Purpose: Food insecurity appears to be a growing problem for post-secondary students, but little study has been made of the 51 campus-based food banks that exist. In 2003-04, the University of Alberta Campus Food Bank (CFB) distributed hampers intended to supply four days of food to 630 unique clients, of whom 207 (32.8%) were children. The nutritional adequacy of food hampers and cost saving to students were evaluated in the current study. Methods: Hampers prepared for one adult, and for one adult with one child, were nutritionally evaluated and scored for number of servings according to Canada’s Food Guide to Healthy Eating. Two types of hampers were evaluated: those containing only non-perishable items, and those containing non-perishable and perishable items. Hamper contents were priced to establish the cost saving to students. Results: The study revealed that a student with one child would receive up to $58.02 worth of food in a hamper that contained perishable items. All hampers met the recommended minimum servings for each food group, but were very low in fat and protein from animal sources. Conclusions: Because students can obtain hampers only twice each month, the CFB is not the solution to food insecurity on campus. Awareness of the issue of post-secondary student food insecurity needs to be raised.

scholarly journals Teaching and Learning Science in the 21st Century: Challenging Critical Assumptions in Post-Secondary Science

2018 ◽  
Vol 8 (1) ◽  
pp. 12 ◽  
Author(s):  
Amanda Glaze
Keyword(s):  
Teaching And Learning ◽  
Science Literacy ◽  
Secondary Science ◽  
Post Secondary Education ◽  
Post Secondary ◽  
University Level ◽  
Problem Solve ◽  
The University ◽  
University Settings ◽  
Literate Society

It is widely agreed upon that the goal of science education is building a scientifically literate society. Although there are a range of definitions for science literacy, most involve an ability to problem solve, make evidence-based decisions, and evaluate information in a manner that is logical. Unfortunately, science literacy appears to be an area where we struggle across levels of study, including with students who are majoring in the sciences in university settings. One reason for this problem is that we have opted to continue to approach teaching science in a way that fails to consider the critical assumptions that faculties in the sciences bring into the classroom. These assumptions include expectations of what students should know before entering given courses, whose responsibility it is to ensure that students entering courses understand basic scientific concepts, the roles of researchers and teachers, and approaches to teaching at the university level. Acknowledging these assumptions and the potential for action to shift our teaching and thinking about post-secondary education represents a transformative area in science literacy and preparation for the future of science as a field.

scholarly journals Becoming More Culturally Aware in the University Classroom: Advice from a faculty member teaching in the Gulf Region

2004 ◽  
Vol 1 (1) ◽  
pp. 18-32
Author(s):  
Dawn McBride
Keyword(s):  
Higher Education ◽  
Secondary Students ◽  
United Arab Emirates ◽  
Teaching Style ◽  
Cultural Backgrounds ◽  
Gulf Region ◽  
Post Secondary ◽  
The University ◽  
To Receive ◽  
Practical Recommendations

This article will outline my experiences and offer practical recommendations when teaching in a university classroom when the professor and the students come from vastly different cultural backgrounds. I recently relocated from Canada to the United Arab Emirates (UAE) to teach female Muslim post secondary students - many of whom are the first in their family to receive higher education. Since it was difficult to find material on how to adapt one’s teaching style to be more culturally sensitive in the university classroom, the intention of this article is to provide specific tips and strategies on how to adapt one’s teaching style when immersed in an unfamiliar culture.

Assessing Information Reliability through Snapchat: An Alternative Means for Social Media

2018 ◽  
Author(s):  
Amanda Wheatley
Keyword(s):  
Social Media ◽  
Secondary Students ◽  
Literacy Skills ◽  
Virtual Reference ◽  
Post Secondary ◽  
Reference Services ◽  
Alternative Means ◽  
Information Literacy Skills ◽  
University Of Manitoba ◽  
The University

This presentation was given at the 2018 ACRL North Dakota-Manitoba Annual Symposium at St.John's College in Winnipeg, Manitoba. The Albert D. Cohen Management Library at the University of Manitoba is currently piloting a new use for social media. Snapchat Reference is a focused effort to target students on a platform they are familiar with in order to expand the scope of the library’s reference services. Students are encouraged to ask questions about the sources they are using and engage in critical thinking and evaluation skills in a real-time conversation with a librarian. Different from other virtual reference services, Snapchat provides image exchange and messaging opportunities that afford the development of personal rapport with subject librarians. This presentation will highlight the creation and implementation of this service inregards to assessing reliable resources and furthering information literacy skills in post-secondary students.

scholarly journals Linking Experiential Workshops and Increased STEM Interest Among First- and Second-Generation Latino Youth

2019 ◽  
Vol 14 (1) ◽  
pp. 198-215 ◽  
Author(s):  
Jeff Sallee ◽  
Ronald B. Cox ◽  
Rita Flores ◽  
Steven R. Cooper ◽  
Belinda I. Gomez ◽  
...  
Keyword(s):  
Youth Development ◽  
Latino Students ◽  
Positive Impact ◽  
Development Program ◽  
Latino Youth ◽  
State University ◽  
College Life ◽  
Post Secondary ◽  
Career Opportunities ◽  
Career Option

Extension outreach professionals are searching for new methods to target the growing population of Latino students. Oklahoma State University faculty in the Animal Science department and the 4-H Youth Development program partnered to sponsor a 4-H STEM Institute designed to promote science, technology, engineering, and math to Latino students in the Unidos Se Puede program. The STEM Institute was designed to introduce the Latino youth to college life and STEM based career opportunities. The program was evaluated utilizing the 4-H Common Measures Science instruments. The results indicate a positive impact on the youth’s perception of STEM as a career option. The students increase in self-efficacy predicts the students will increase their persistence in the subjects of science and math (Simpkins, Davis-Kean, & Eccles, 2006). Increased persistence in science and math leads to increased success in post secondary STEM studies and occupations.

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