Matching Items (6)
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As the world becomes more globalized, the role of geographic knowledge in everyday affairs grows. Notwithstanding this idea, previous research surveys indicate that young adults are geographically illiterate but little research has been done in the past decade to investigate if this still holds true. In order to examine the

As the world becomes more globalized, the role of geographic knowledge in everyday affairs grows. Notwithstanding this idea, previous research surveys indicate that young adults are geographically illiterate but little research has been done in the past decade to investigate if this still holds true. In order to examine the current geographic literacy of young adults, American and Canadian college students were surveyed regarding geographic knowledge of their neighboring country. To do this, I made a trip to the University of British Columbia in Vancouver, British Columbia to survey Canadian students in person. I also did in person surveys at Arizona State University to collect American students' knowledge. Both surveys were done with pen and paper and questions were either identical or similar in what geographic knowledge the question was testing the survey taker on (i.e what is the capital of Canada for American students and what is the Capital of the United States for Canadian students). Results indicated that despite being from different countries, both participant pools showed similar knowledge about their neighboring country with almost identical scores; American college students answered an average of 50% of the questions correct and Canadian students slightly above that at 51% of questions correct. Although the scores were similar, underneath the overall survey results was a lot of variety in the students' responses, particularly regarding the subject and questions each student pool excelled in. In conclusion, however, it seems that both Canadian students and American students struggled more with political geography than they did with cultural geography but are overall illiterate in geographical knowledge with only being able to answer half of the questions correct.
ContributorsOlson, Taylor (Author) / Shaeffer, John (Thesis director) / Larson, Elizabeth (Committee member) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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This paper explores the importance of teacher preparation and quality as evidenced by three of the top-performing countries, Canada, Finland, and Singapore, on the 2015 Programme for International Students Assessment (PISA). All three of these countries have exemplary teacher preparation programs that are consistent nationwide with rigorous entry requirements, a

This paper explores the importance of teacher preparation and quality as evidenced by three of the top-performing countries, Canada, Finland, and Singapore, on the 2015 Programme for International Students Assessment (PISA). All three of these countries have exemplary teacher preparation programs that are consistent nationwide with rigorous entry requirements, a demanding course load, and numerous opportunities to gain in-field experience. They also all compensate their teachers at a comparable salary to that of other occupations to incentivize more people to enter the field. In the United States, on the other hand, society devalues teachers, teachers are not paid what they deserve, and there is a lack of consistency in teacher preparation programs, specifically in regards to out-of-field teaching and the alternate ways people can become certified. These two issues have plagued America's educational system, and they have resulted in under-prepared teachers and lower-performing students. Not only is there inconsistency in the way that teachers enter into the profession, but teacher preparation programs themselves vary in their requirements. In order to improve its educational system, America must obtain more rigorous teacher preparation programs, increase teacher salary, provide prospective teachers with more classroom experience, and have specific admission requirements to be a part of the teaching profession. There is much that the United States can learn from the 2015 PISA results and the many successful educational systems around the world, and it is time that America pays attention to the wealth of international educational research available to better its teacher preparation programs and obtain more quality teachers.
ContributorsDunay, Angela Gilda (Author) / Guerrero, Karen (Thesis director) / Smudde, Christopher (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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William Thornton Mustard was a surgeon in Canada during the twentieth century who developed surgical techniques to treat children who had congenital heart defects. Mustard has two surgeries named after him, both of which he helped to develop. The first of these surgeries replaces damaged or paralyzed muscles in individuals

William Thornton Mustard was a surgeon in Canada during the twentieth century who developed surgical techniques to treat children who had congenital heart defects. Mustard has two surgeries named after him, both of which he helped to develop. The first of these surgeries replaces damaged or paralyzed muscles in individuals who have polio, a virus that can cause paralysis. The other technique corrects a condition called the transposition of the great arteries (TGA) that is noticed at birth. Surgeons worldwide adopted that technique, leading to increased survival rates in infants afflicted with the condition. Mustard also published over 100 articles on congenital heart defects, surgical techniques, and the preparation of an artificial heart lung machine. Mustard helped perform the first blood transfusion of a newborn whose red blood cells (RBCs) had degraded, a condition called hemolytic anemia. Throughout his career, Mustard developed surgical techniques that increased the survival rates of infants and children with congenital and developmental disorders.

Created2017-02-11
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Henry Morgentaler was a physician who performed abortions, acted as a reproductive rights activist, and advocated for legal access to abortions in Canada during the twentieth century. In 1969, he opened his first abortion clinic in Canada and participated in the legal/court case of R v. Morgentaler (1988), which led

Henry Morgentaler was a physician who performed abortions, acted as a reproductive rights activist, and advocated for legal access to abortions in Canada during the twentieth century. In 1969, he opened his first abortion clinic in Canada and participated in the legal/court case of R v. Morgentaler (1988), which led Canada to decriminalize abortion. Morgentaler helped establish legal access to abortions for women in Canada and advocated for the protection of women's reproductive choices under the law.

Created2017-06-09
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The Assisted Human Reproduction Act (AHR Act) is a piece of federal legislation passed by the Parliament of Canada. The Act came into force on 29 March 2004. Many sections of the Act were struck down following a 2010 Supreme Court of Canada ruling on its constitutionality. The AHR Act

The Assisted Human Reproduction Act (AHR Act) is a piece of federal legislation passed by the Parliament of Canada. The Act came into force on 29 March 2004. Many sections of the Act were struck down following a 2010 Supreme Court of Canada ruling on its constitutionality. The AHR Act sets a legislative and regulatory framework for the use of reproductive technologies such as in vitro fertilization and related services including surrogacy and gamete donation. The Act also regulates research in Canada involving in vitro embryos. The AHR Act was the first law in Canada to regulate the use of reproductive technologies and related research. Most other Canadian policies on AHR rely on the Act and its provisions. By 2015, Canada was one of only a few countries worldwide to comprehensively address assisted human reproduction through policy.

Created2015-07-30
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Wildfire is an inescapable feature of Canadian landscapes, burning an average of over two million hectares annually and causing significant repercussions for communities, infrastructure, and resources. Because fire is managed provincially, each jurisdiction has developed a distinctive approach to preparing for, responding to, and recovering from fire on its landscapes.

Wildfire is an inescapable feature of Canadian landscapes, burning an average of over two million hectares annually and causing significant repercussions for communities, infrastructure, and resources. Because fire is managed provincially, each jurisdiction has developed a distinctive approach to preparing for, responding to, and recovering from fire on its landscapes. Using a comparative study between seven provinces and four national agencies, this dissertation examines differences in institutional design and policy with respect to the knowledge management systems required to respond to wildfire: How do policies and procedures vary between jurisdictions, how do they affect the practices of each fire management agency, and how can they be improved through a critical analysis of the knowledge management systems in use? And, what is the role of and limits on expertise within these fire management institutions that manage high-risk, highly uncertain socio- environmental challenges?

I begin by introducing the 2016 Fort McMurray/Horse River fire as a lens for exploring these questions. I then use the past one hundred years of fire history in Canada to illustrate the continual presence of fire, its human and social dimensions, and the evolution of differing fire management regimes. Drawing on extended ethnographic observation and interviewing of fire managers across Canada, I examine the varied provincial systems of response through following an active fire day in Alberta. I analyze the decision support and geospatial information systems used to guide fire agency decision-making, as well as the factors that limit their effectiveness in both response and hazard reduction modes. I begin Part Two with a discussion of mutual aid arrangements between the provinces, and critically examine the core strategy – interagency fungibility – used to allow this exchange. I analyze forecasting and predictive models used in firefighting, with an emphasis on comparing advantages and disadvantages of attempts at predicting future firefighter capacity requirements. I review organizational learning approaches, considering both fire research strategies and after action reviews. Finally, I consider the implication of changes in climates, politics, and public behaviours and their impacts on fire management.
ContributorsKennedy, Eric B., 1990- (Author) / Sarewitz, Daniel (Thesis advisor) / Miller, Clark A. (Committee member) / Pyne, Stephen J (Committee member) / Arizona State University (Publisher)
Created2018