scholarly journals Voice of an Elder: Zhaawonde - Dawn of a New Day

2020 ◽  
Vol 5 (1) ◽  
pp. 22-39 ◽  
Author(s):  
Gordon Shawanda ◽  
Cynthia Wesley-Esquimaux
Keyword(s):  
Lived Experience ◽  
Theory And Practice ◽  
Academic Learning ◽  
Modern Education ◽  
University Of Toronto ◽  
Engagement Process ◽  
Being There ◽  
The Many ◽  
The University ◽  
Academic Year

This paper evolved, maybe ‘was birthed’ is an even better term given the circumstances, out of an engagement process that brought Gordon Shawanda and several university students together over an academic year. Gordon was invited to attend my Aboriginal Spirituality class at the University of Toronto in September 2009. He liked being there so much that he came each week, sitting through lectures, reading the materials, and participating with unerring grace in the many discussions over the entire year. We were all touched by his presence, his quiet dignity, and his deep interest in our academic learning and sharing experience. Gordon embodies what modern education is trying to get right, the bringing together of theory and practice, and the unveiling of the kind of humanity that can bring Indigenous Knowledge alive for all young people everywhere. Gordon was inspired by their enthusiastic receiving of his words to write down his story. This paper is his first real attempt to express the pain and healing he has experienced over his adulthood. I am honoured and humbled to (gently) edit this work for publication. This is a story that comes directly from the heart and soul of one man, but is the lived experience of many of our people who attended Indian Residential Schools in Canada. It is organized into four parts.

From the Streets to the Stage: Disability and the Performing Arts

PMLA ◽  
2005 ◽  
Vol 120 (2) ◽  
pp. 620-625 ◽  
Author(s):  
Carrie Sandahl
Keyword(s):  
Lived Experience ◽  
Performing Arts ◽  
Liberal Arts ◽  
Theory And Practice ◽  
Live Performance ◽  
Artistic Practice ◽  
Theater Studies ◽  
Suitable Site ◽  
And Performance ◽  
The University

Despite its newness, disability-theater studies is an incredibly rich area of inquiry that is exploding in artistic practice and scholarship. The university is a particularly suitable site for a meeting of disability and the theater; after all, we theater scholars think of our classrooms and productions as laboratories not only for showcasing knowledge but for producing, rehearsing, and revising it. As the theater scholar Jill Dolan points out, live performance, especially in the liberal arts setting, has the unique power to test, on bodies willing to try them, academic theories that are otherwise purely theoretical. The feedback loop that oscillates between theory and practice in theater studies is necessarily changed by the inclusion of disability perspectives in the classroom, research programs, and performance offerings. Interestingly, an underlying theme of disability perspectives is that the lived experience of disability is always already performative; indeed, many of us with disabilities understand our disabilities as performance, not exclusively in an aesthetic or theoretical sense, but as an actual mode of living in the world. Consider what the playwright and wheelchair user John Belluso told me in a recent interview: “Any time I get on a public bus, I feel like it's a moment of theater. I'm lifted, the stage is moving up, and I enter, and people are along the lines, and they're turning and looking, and I make my entrance. It's theater, and I have to perform. And I feel like we as disabled people are constantly onstage and we're constantly performing.” The perspective of disability as performance undergirds and permeates disability art and scholarship. Thus, my own development as a disability-theater scholar and artist frames my perception of how disability challenges both the practical and the theoretical aspects of theater studies and points to the role universities play in fostering further development of the field.

scholarly journals Reading over McLuhan’s Shoulder

2019 ◽  
Vol 44 (4) ◽  
Author(s):  
John Durham Peters
Keyword(s):  
Keynote Address ◽  
Marshall Mcluhan ◽  
University Of Toronto ◽  
The World ◽  
The Many ◽  
The University

Background This article1 presents a reworked keynote address given at the “Many McLuhans” conference held at the University of Toronto in September 2018 on the occasion of UNESCO recognizing Marshall McLuhan’s library as part of its Memory of the World program.Analysis  The article explores McLuhan as a reader and suggests that his greatest work might have been what he read rather than what he wrote. Conclusion and implications  The library, as a genre, is one of the great media forms of modernity and antiquity and a marker of the fragility and majesty of the things that humans do with their large brains. Contexte  Cet article consiste en la révision d’un discours principal donné au colloque « Many McLuhans » tenu en septembre 2018 à l’Université de Toronto, à l’occasion de la reconnaissance de la bibliothèque de Marshall McLuhan par l’UNESCO dans le contexte de son programme Mémoire du monde.Analyse  L’article explore McLuhan en tant que lecteur et suggère que sa plus grande œuvre consiste en ce qu’il a lu plutôt qu’en ce qu’il a écrit.Conclusions et implications La bibliothèque, en tant que genre, est une des grandes formes médiatiques de l’Antiquité et de la modernité et une instance de la fragilité et de la majesté de ce que font les humains avec leurs grands cerveaux.

INTRODUCTION

1988 ◽  
Vol 34 (3) ◽  
pp. 280-280
Author(s):  
Gregor Reid ◽  
Andrew W. Bruce
Keyword(s):  
Medical Education ◽  
American Medical ◽  
Continuing Medical Education ◽  
Bacterial Infections ◽  
University Of Toronto ◽  
Future Developments ◽  
Wide Range ◽  
Microbial Infections ◽  
The Many ◽  
The University

The Lister Symposium was held primarily to review the latest concepts of the mechanisms of bacterial infections, and to highlight the research being carried out currently in Toronto and in Canada. The inclusion of several speakers from outside of Toronto added a strong foundation for the meeting.A wide range of topics were addressed and these demonstrated the many areas of research being pursued to better understand the pathogenesis of microbial infections. By drawing together physicians, scientists, and students from a variety of disciplines, it was hoped that the Lister Symposium would contribute, not only to our knowledge of medicine and science in this field, but also to the continued local and national cooperation required for first-class investigative research.This meeting was the first of its kind held under the auspices of the Department of Surgery at the University of Toronto, demonstrating its commitment to research and interdepartmental collaboration. We are most grateful to Professor Bernard Langer, Chairman of the Department of Surgery, for his support in this regard. The assistance of our sponsors and the Continuing Medical Education Office facilitated a wide outreach and enabled recognition of the course and accreditation for Canadian and American Medical participants. It is hoped that this material will provide a useful reference for future developments in the field.

scholarly journals The Leader-Engineer- Capabilities, Competencies, and Attributes

2010 ◽  
Author(s):  
Doug Reeve ◽  
Greg Evans ◽  
Annie Simpson
Keyword(s):  
Decision Making ◽  
Engineering Education ◽  
Leadership Education ◽  
Technical Competence ◽  
Engineering Programs ◽  
University Of Toronto ◽  
Leadership Competence ◽  
Leadership Capability ◽  
The Many ◽  
The University

There is an urgent need for engineers to participate more fully in debate and decision-making to address the many challenges, local, national and global, that society faces. Engineering education provides graduates with technical competence but there are relatively few engineering programs that directly address development of leadership capability. At the University of Toronto, we have been developing leadership education since 2002 and presently offer wide-ranging curricular and co-curricular programming through Engineering Leaders of Tomorrow (LOT). Leadership can be defined as “a relational and ethical process of people together attempting to accomplish positive change”. Adding leadership capability to an engineer creates a powerful combined capability. A leader-engineer has the capability to leverage and empower engineering competence with leadership competence.

scholarly journals How teachers contribute to student success in completing study programs

Educatia 21 ◽  
2021 ◽  
pp. 86-96
Author(s):  
Ecaterina Sarah Frăsineanu ◽  
◽  
Vali Ilie ◽  
Keyword(s):  
Academic Success ◽  
Point Of View ◽  
External Support ◽  
Academic Learning ◽  
Difficult Situation ◽  
University Environment ◽  
Study Programs ◽  
Degree Of Satisfaction ◽  
The University ◽  
Academic Year

The present study analyzes the contribution that teachers, as important pedagogical factors, have in achieving success in the academic learning of students. With age, there comes a greater autonomy of the educated, and during the university studies, a maximum of the students’ level of acquisitions is reached. Even if the most important factors in attending and completing studies are internal, and success is a relative, difficult situation to quantify, it is necessary to analyze it objectively, identifying the students' perceptions of the external support from the teachers. From an applicative point of view, our contribution consisted in verifying the extent to which the communication and didactic evaluation components are valued, by organizing focus groups, by applying appreciation scales to a sample of students preparing to become teachers, at the University of Craiova. The subjects responded to the request to perform reflective-appreciative exercises on themselves and on the activity of their teachers in the academic year 2020-2021. They indicated the degree of satisfaction they attribute to the way they were helped in: conducting didactic communication, experiencing the feeling of belonging to the university environment, applying a correct evaluation, heading towards academic success. The ways in which teachers contribute to the success of their students have proven their usefulness and can be transformed into directions of action. Teachers make it easier for young people or adults in the university environment to make the most of their potential, both through quality teaching and through encouraging evaluation.

scholarly journals 2018 Year-End Editorial

2019 ◽  
Vol 28 ◽  
pp. 281-282
Author(s):  
Taylor Morphett
Keyword(s):  
Open Access ◽  
Open Access Journal ◽  
Graduate Level ◽  
University Of Toronto ◽  
Creative Solutions ◽  
Language Literacy ◽  
The Many ◽  
Thesis Writing ◽  
The University

I am thrilled to be writing 2018’s Year-End Editorial for CJSDW/R. One of the (many) benefits to working on an ongoing open access journal is that the editorial occurs after the volume is complete. This allows for a review of the year that considers how the published pieces connect to one another. This year we published a piece from the University of Toronto featuring a trialogue on editing pluriligual scholars’ work at the graduate level between James Corcoran, Antoinette Gagné, and Megan McIntosh. Their conversation argues for “flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing” (p. 1). This piece really frames the two special sections produced this year in our journal which both take on the question of writing in the university, challenging the conventional practices and arguing for flexible and creative solutions.

scholarly journals Factors Influence the Pre-service Teachers’ Learning in the Practicum

2021 ◽  
Vol 12 (6S1) ◽  
Author(s):  
Tien Nguyen
Keyword(s):  
Data Analysis ◽  
English Language ◽  
Theory And Practice ◽  
Academic Learning ◽  
Systematic Change ◽  
Learning Stage ◽  
New Approach ◽  
University Leaders ◽  
The University

The practicum in teacher education is considered as the application of the theory into practice. (Zeichner, 2009). However, the disconnection between the academic learning and practicum (Alen & Wright, 2014; Kwenda et al.2017) has been a barrier for pre-service teachers’ learning. My research introduces a new approach to bridge this gap by comparing an on-campus and an off-campus practicums. In the on-campus practicum, the lecturers in academic learning stage also mentor the pre-service teachers in the practicum. Sociocultural Theory (Vygotsky, 1978) and Activity Theory (Engeström 2015) are used as the tool for data analysis. The participants, included the university leaders, lecturers, mentors and pre-service teachers of two English language faculties in Vietnam were interviewed, the pre-service teachers were observed and formal documents were analysed. The findings indicated that the systematic change in the on-campus practicum facilitates the translation between theory and practice. In addition, the long-term relationship resulted in the devotion of the mentors to their mentees. In the meanwhile, the pre-service teachers in the off-campus practicum bounced between the two separated systems and suffered more tensions.  

scholarly journals Teaching poverty and health: importing transformative learning into the structures and paradigms of medical education

2021 ◽  
Author(s):  
Carrie Cartmill ◽  
Cynthia Whitehead ◽  
Esther Ihekwoaba ◽  
Ritika Goel ◽  
Samantha Green ◽  
...  
Keyword(s):  
Medical Education ◽  
Transformative Learning ◽  
Lived Experience ◽  
Unintended Consequences ◽  
Transformative Education ◽  
Case Study Methodology ◽  
University Of Toronto ◽  
Educational Processes ◽  
Poverty And Health ◽  
The University

Background: As a paradigm of education that emphasizes equity and social justice, transformative education aims to improve societal structures by inspiring learners to become agents of social change. In an attempt to contribute to transformative education, the University of Toronto MD program implemented a workshop on poverty and health that included tutors with lived experience of poverty. This research aimed to examine how tutors, as members of a group that faces structural oppression, understood their participation in the workshop. Methods: This research drew on qualitative case study methodology and interview data, using the concept of transformative education to direct data analysis and interpretation. Results: Our findings centred around two broad themes: misalignments between transformative learning and the structures of medical education; and unintended consequences of transformative education within the dominant paradigms of medical education. These misalignments and unintended consequences provided insight into how courses operating within the structures, hierarchies and paradigms of medical education may be limited in their potential to contribute to transformative education. Conclusions: To be truly transformative, medical education must be willing to try to modify structures that reinforce oppression rather than integrating marginalized persons into educational processes that maintain social inequity.

Practical Pituitary Pathology: What Does the Pathologist Need to Know?

2008 ◽  
Vol 132 (8) ◽  
pp. 1231-1240 ◽  
Author(s):  
Sylvia L. Asa
Keyword(s):  
Pituitary Adenomas ◽  
Germ Cell Tumors ◽  
Hematologic Malignancies ◽  
Genetic Alterations ◽  
Initial Examination ◽  
University Of Toronto ◽  
Immunohistochemical Markers ◽  
The Many ◽  
The University

Abstract Context.—The sellar region is the site of frequent pathology. The pituitary is affected by a large number of pathologic entities arising from the gland itself and from adjacent anatomical structures including brain, blood vessels, nerves, and meninges. The surgical pathology of this area requires the accurate characterization of primary adenohypophysial tumors, craniopharyngiomas, neurologic neoplasms, germ cell tumors, hematologic malignancies, and metastases as well as nonneoplastic lesions such as cysts, hyperplasias, and inflammatory disorders. Objective.—To provide a practical approach to the diagnosis of pituitary specimens. Data Sources.—Literature review and primary material from the University of Toronto. Conclusions.—The initial examination requires routine hematoxylin-eosin to establish whether the lesion is a primary adenohypophysial proliferation or one of the many other types of pathology that occur in this area. The most common lesions resected surgically are pituitary adenomas. These are evaluated with a number of special stains and immunohistochemical markers that are now available to accurately classify these tumors. The complex subclassification of pituitary adenomas is now recognized to reflect specific clinical features and genetic alterations that predict targeted therapies for patients with pituitary disorders.

Sign in / Sign up

Export Citation Format

Share Document