Nipissing University theses and dissertations

Permanent URI for this collectionhttps://hdl.handle.net/1807/91256

This collection contains a sample of theses and dissertations completed and submitted at Nipissing University, and made freely accessible through the University of Toronto’s TSpace repository.

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Open Access
Estimating the fraction of young water in streamflow in mesoscale Precambrian Shield catchments in Northeastern, Ontario, Canada
(2025-05) Eebo, Festus Olusola; James, April; McCarter, Colin; Faculty of Arts and Science
Understanding how catchments respond to precipitation under rapidly changing climate and land-uses, is key to managing water resources particularly in the understudied northeastern Ontario Canadian shield landscape. Despite the importance of understanding how Precambrian Shield catchments generate streamflow, our understanding beyond the small headwater scale is limited. The complexities of water storage and movement in large basins of heterogeneous landscape, has called for the application of a variety of enhanced techniques that give a better understanding of the flow paths and storage dynamics, which conventional modelling approaches commonly fail to capture. This study focuses on investigating catchments response to precipitation, by estimating the fraction of young water (𝐹𝑦𝑤) and corresponding river isotope damping ratios using flow-weighted and unweighted isotope data. We use 5 years of modeled precipitation isotope (δ18O) and 3 to 5 years of streamflow isotope (δ18O) records from 16catchments, ranging in size from 27 km² to 6,919 km². We employed Pearson correlation and hierarchical partitioning regression (HP) to identify the relationship and the contributory effect of catchment predictors on 𝐹𝑦𝑤. Our results showed 𝐹𝑦𝑤 values were between 18 % and 51 %,with no significant difference between unweighted (𝐹𝑦𝑤) and flow-weighted (𝐹𝑦𝑤∗ ) estimates (r= 0.99, p < 0.001). The average values of 𝐹𝑦𝑤∗ for 7 catchments and 𝐹𝑦𝑤 for the 16 catchments are 31 and 33 %, respectively. This indicates that around one-third of streamflow consists of water aged between 2 – 3 months old. Estimated 𝐹𝑦𝑤 was found to be associated with different landscape, landcover and hydrometric variables. Hierarchical partitioning analysis identified sparse treed area, mean slope, drainage area, lake area, and forest area as the key predictors of𝐹𝑦𝑤, accounting for 71.2 % of total variance of response variable 𝐹𝑦𝑤. Predictors such as mean slope, drainage area, lake area, and forest area showed a negative relationship with 𝐹𝑦𝑤,suggesting a reduction in 𝐹𝑦𝑤 as these four predictors increases. Conversely, 𝐹𝑦𝑤 increases as dispersed tree (sparse treed) area increases. This study revealed 49 to 82 % of the streamflow in the basin was contributed from slow lateral subsurface baseflow. These results set the foundation for a more focused watershed hydrological study in northeastern Ontario, revealing how responsive each catchment is to precipitation and identifying the important predictors and their effects on 𝐹𝑦𝑤 across SNF basin.
Open Access
The examination of the cross-curricular content within the Ontario grade 12 university level mathematics curriculum and its impact on students preparing for future studies in the STEM field
(2025) Huang, Qiye; Sibbald, Timothy; Faculty of Education
This study explores the perspectives of Grade 12 students in Ontario regarding the cross-curricular STEM (Science, Technology, Engineering, and Mathematics) content within the Advanced Functions (MHF4U), Calculus and Vectors (MCV4U), and Data Management (MDM4U) courses. The research assesses university students' past experiences with Grade 12 cross-curricular elements of these courses and their perceptions of how the curriculum prepared them for STEM studies they are currently pursuing at the university level. A mixed-methods approach with quantitative and qualitative research methods was employed, utilizing an online survey distributed to Ontario STEM university students through their professors and STEM departments. The survey collected 364 responses, with 95 deemed suitable for analysis. Participants rated their experiences with STEM content in each Grade 12 course on a Likert scale from 1 to 5, as well as the perceived effectiveness of the courses in preparing them for STEM studies. For experience ratings, 1 indicated very limited cross-curricular content, and 5 indicated abundant cross-curricular content. For effectiveness ratings, 1 indicated preparation, and 5 indicated substantial preparation. The average experience ratings were 3.41 for Advanced Functions, 3.55 for Calculus and Vectors, and 3.49 for Data Management, while the effectiveness ratings were 3.36, 3.71, and 3.60, respectively. ANOVA test results revealed no statistically significant differences in experience ratings across the courses. However, significant differences were found in effectiveness ratings, with Advanced Functions being the reason and achieved the lowest average rating. Qualitative responses aligned closely with quantitative findings, offering additional insights into students' experiences with cross-curricular content, the impact on their STEM studies, and suggestions for improvement. The findings reveal both strengths and areas for development in Ontario's Grade 12 university-level mathematics curriculum. These results suggest opportunities for curriculum revision, including enhanced cross-curricular learning components and improved alignment with students' needs when pursuing STEM-related university pathways. A key strength of the Grade 12 university-level mathematics curriculum lies in its emphasis on developing foundational mathematical skills crucial for university STEM studies. This finding is supported by detailed qualitative responses analyzing each Grade 12 university-level mathematics course. However, an area for enhancement lies in addressing the perceived gaps in the effectiveness of Advanced Functions, particularly the need to align the contents with the demands of university-level STEM programs.
Open Access
Vertical computer mice and gaming: |b effect of mouse orientation on muscle activation and performance
(2025) Lacelle, Connor; Kociolek, Aaron; School of Physical and Health Education
Introduction: Continued growth in the electronic sports industry has fuelled an increase in gaming-related pain, with 37.9% of high-level gamers reporting pain to the distal upper limb. The prevalence of gaming-related pain is not surprising when considering the high physical demands, including up to 500 actions/minute for 10 hours/day. Previous researchers investigated vertical mouse use as a means of reducing musculoskeletal load, which identified modest reductions in wrist extensor activity; however, only naïve participants with no prior experience using a vertical mouse were tested. The purpose of this study was to quantify gaming performance and physical demands in high-level gamers that received training with the vertical mouse compared to conventional horizontal mouse use. Given the sustained intensity and frequency of gaming actions and the likelihood of fatigue development, each computer mouse was tested before and immediately after a fatiguing protocol. Methods: Fifteen high-level gamers ranked in the top quartile of their preferred game were separated into 2 groups, balanced according to gameplay performance tested in the lab. One group (n=8) received a horizontal gaming mouse (Logitech G203) while the other group (n=7) received a vertical gaming mouse (Deluxe Seeker). Following an extensive 2-week training protocol, gaming performance was assessed in 3 trials before and after a fatiguing protocol within the software FirstPersonScience (v22.05.01). The fatigue protocol consisted of sustaining combined grip and wrist extension efforts at 20% of maximal voluntary force until failure. The gaming trials involved target acquisition of 16 targets spawned consecutively in random order at 2 different distances circling a homing origin in increments of 45° (azimuth). Measured performance outcomes were time to target acquisition (ms), accuracy (%), and throughput (bits/s). Amplitude probability distribution function (% maximum voluntary contraction, MVC) of seven muscles were also quantified via bi-polar surface electromyography at 4,000 Hz: abductor pollicis longus (APL), flexor carpi radialis (FCR), flexor carpi ulnaris (FCU), flexor digitorum (FD), extensor carpi radialis (ECR), extensor carpi ulnaris (ECU), and extensor digitorum (ED). Repeated measures ANOVAs tested the effects of computer mouse (horizontal, vertical), fatigue development (pre-, post-), and trial number (1, 2, 3) on all performance and muscle activity metrics (α<0.05). Muscle activity percentiles (10th, 50th, 90th, 99th) were also entered as an independent variable to represent the amplitude probability distribution function. Results: There was a significant interaction between computer mouse and pre-post fatigue on time to target acquisition (F1,13=16.16, p<0.01). Time increased following pre-post fatigue development for the vertical mouse only. Consequently, target acquisition was slower for the vertical than horizontal mouse in the post-fatigue condition. However, there were no significant findings for target accuracy or throughput between the computer mice. With respect to physical demands aggregated over all experimental conditions, muscle activity ranged from 1% MVC (10th percentile) to 5% MVC (99th percentile) across the flexors, and 2% MVC (10th percentile) to 17% MVC (99th percentile) for the extensors. This level of muscle activity indicated persistent static loading for all extensor muscles. FCU, FCR, FD, and ECR muscle activity all decreased with vertical mouse use (compared to horizontal), especially for the 90th and 99th percentiles. These changes were muscle dependent, with the greatest reductions in muscle activity for the ECR (F1,13=5.06, p=0.042; Horizontal mouse – 10.09±2.35% MVC; Vertical mouse – 6.15±2.51% MVC). Conclusion: While muscle activity decreased for the vertical mouse in 90th and 99th percentiles, there were no significant differences at the 10th percentile. Performance differences between mice were also minimal. Considering prolonged gameplay durations characteristic of high-level gamers, my results reflect increased risk of developing musculoskeletal pain and/or disorder due to persistent static loading regardless of mouse design.
Open Access
Exploring the development of identity as a lifelong and lifewide learner through the pursuit of an interest in permaculture
(2025) Enns, Nicole A.; Parr, Michelann; Faculty of Education
This dissertation explores the development of identity as a lifelong and lifewide learner through the pursuit of an interest in permaculture, emphasizing the value of informal, self-directed learning outside formal academic settings. Grounded in social constructivism and holism, the study adopts a subjective, interpretivist, and exploratory approach to self, using permaculture as both a metaphor and a foundation for a transformational inner journey. The research questions explore how my interest in permaculture has contributed to the growth and development of my identity as a lifelong and lifewide learner, how reflection on this process has shaped how I engage with the world, and what this journey has taught me about who I am and who I am becoming. The research approach was fluid, emergent, and organic, incorporating a unique blend of narrative, self-study, autobiographical, and reflective methodologies. Methods included journalling, engagement with critical friends who supported re-storying and reframing, and observation, with a recursive approach to data analysis. Themes of learning to sit with uncertainty and trusting and relaxing in the learning process emerged from my multi-year reflective journal, where I shifted between my own voice and the voices of others. I challenged myself to move from reading to active learning, navigating the tension of control, and contemplating paradoxes. This research contributes to the current body of literature by offering a novel methodological approach and unique insights that highlight considerations for supporting learners in their self-directed journeys towards identity development as lifelong and lifewide learners.
Open Access
International student perceptions on Ontario overseas OSSD-Granting Program
(2025-04) Godovitz, Brent; Black, Glenda; Faculty of Education
This study investigated the perspectives of graduates from Ontario Secondary School Diploma (OSSD)-granting Ontario International Schools. These institutions, numbering 19 globally, implement the Ontario curriculum outside of Canada. The research utilized a mixedmethods approach to gather comprehensive insights into graduates' opinions on their educational experiences. The study aimed to provide a nuanced understanding of these international schools' strengths and areas for improvement, informing policy and practice in the field of Canadianinternational education.Background information is provided on previous research and data about international schools and the field of international education. More specifically, the history of modern international education is explored, the different types of international schools and their curricula are outlined, and previous research done in the field of international education is expanded upon. International schools use curricula from different nations or an international system. Perspectives from academics, curriculum developers and documents, and educators and students are examined. Together, these factors determine the purpose of international schools and the Ontario education system’s role in international education. The findings of this study are generally positive. Eighty-one (81) participants from at least sixteen (16) nations from eight (8) of the nineteen (19) overseas OSSD-granting schools participated in the study. Student graduates found that their respective OSSD-granting international schools had, on average, a good quality of education regarding curriculum, resources, teaching methods, student outcomes, discipline policies, academics, and overall educational environment. The mean scores for the quantitative questions were generally positive for the results of the survey. The qualitative section results of the study further confirmed positive opinions of the overseas OSSD-granting schools. Of the aforementioned sections, curriculum, teaching methods, student outcomes, academic policies, and overall educational environment all had mostly positive responses. The resources and discipline policies sectionsoften had graduates offering feedback or advice to improve the OSSD overseas program in these areas. The qualitative responses shared important insights into OSSD-granting institutions, where student graduates generally praised the system. Some qualitative responses also gave pertinent suggestions for further considerations for the future of the program.
Open Access
Assessment and evaluation challenges, barriers, and successes for newly certified teachers.
(2024) Strachan, Abby; Black, Glenda; Faculty of Education
Evaluation and assessment are integral to the educational process, enabling teachers to measure student learning, guide instructional decisions, and meet accountability standards(Amua-Sekyi, 2016). However, newly certified teachers often face significant challenges ineffectively implementing assessment and evaluation strategies due to a lack of experience, confidence, and support. This qualitative study explores the experiences of nine newly certified teachers in Ontario, focusing on the challenges, barriers, and successes they encountered in assessing student learning. Using the Concerns-Based Adoption Model (CBAM) as a framework, data was collected through participant interviews and analyzed to identify key themes. Findings highlight the need for enhanced professional development, discipline-specific training, mentorship, access to resources, and improvements in teacher preparation programs. The study provides valuable insights for educators, policymakers, and stakeholders seeking to better support early-career teachers in mastering assessment and evaluation practices.
Open Access
An ethnographic inquiry regarding the integrative field seminar experience.
(2023-05) Kydd, Dave; Jarvis, Daniel; Faculty of Education
This qualitative ethnographic study examined the field seminar experiences of fourstudent participants and one instructor participant from a field seminar class. This field seminarclass was a field education component within the professional social services program of a smallOntario university. While the program is not a social work program, I chose to situate myresearch within the social work education literature because the program is very similar to asocial work program in its curriculum and philosophy. As such, the study’s findings inform andare informed by the existing body of social work education research.Field education has long been a staple in professional education. Regarding preparationfor a career in social work and the social services, field education enables students to learn inauthentic, real-world settings, serving real clients with real issues under the careful mentoring ofa senior social service professional. Typically, a social work student’s field placementexperience is supported by their participation in their program’s integrative field seminar—asmall class of student placement peers facilitated by an instructor.While field seminar use is ubiquitous across post-secondary social work programs, itsfoundational identity, nature, and function have yet to be fully explored. This study provides thefield seminar’s missing “first map”—a primary sketch that describes its defining features andcreates an outline of its terrain. From my analysis of the student and instructor participantinterview data, and my own classroom observations a first map emerged that portrayed fieldeducation as a riverboat journey. In this explanatory metaphor, the field seminar boat journeysdown the river of experience to the clear destination of professional preparedness.A successful riverboat journey for the field seminar class under examination required: aneffective boat (educational apparatus) with elements of student engagement, knowledge transfer,learning consolidation, flexibility, interactional learning, peer learning, struggle-based learning, and praxis; an effective captain (instructor) with elements of attunement, enabling peer learning,creating a safe space, being flexible, facilitating praxis, facilitating struggle-based learning,facilitating learning consolidation, facilitating interactional learning, and enabling knowledgetransfer; an effective boat culture with elements of egalitarianism, respect, support, curiosity,attunement, and trust; and the clear destination of professional preparedness which includesbeneficial qualities (confidence, initiative, interpersonal engagement, and openness), abilities(leadership, clinical intervention, and cognitive complexity), professional identity development(opportunity to “try on” or rehearse professional roles, opportunity to address real/substantialeffects of professional work, and evolve from learner” to “practitioner), and lifelong learningstrategies (self-learning, peer-learning, and struggle-based learning).This riverboat journey model can be practically incorporated into field seminarclassrooms using a series of associated guidelines: embrace complexity and nuance, be flexible,be grounded in experience, be facilitative, be interactive, and be preparative. Beyond theirpotential practical usefulness, the study’s findings were also determined to be in close agreementwith the academic literature at all three levels of relevant educational scholarship—thefoundational theories of education, the post-secondary theories of education, and the social workteaching and learning theories.
Open Access
Blondie : a narrative existential inquiry.
(2022-12) Janz, Kari; Gosse, Douglas; Hatt, Blaine; Faculty of Education
Accessible mental health treatment is more important now than ever. In Canada and the United States, mental health challenges have been steadily increasing over the past several years, particularly among young people (Twenge et al., 2019). Arts-based inquiry, including narrative, autoethnography, and fiction, have gained considerable recognition in recent years as effective research methodologies across a range of disciplines (Leavy, 2018b). This investigation took the form of an epistolary Bildungsroman titled Blondie, a fictional story of self-development as a potential way to explore and understand the complex layers of mental illness and its treatment. A set of existential and narrative philosophies and therapies are employed as both methodology and praxis and are woven into the emotional unfolding of the bildungsroman: (a) existential therapy, focusing on the essence and meaning of self; (b) integrity therapy (Lander & Nahon, 2005), focusing on the client-therapist relationship, including Buber’s (1970) I–Thou dialogical relations; (c) narrative ontology, exploring a storied co-creation of reality; (d) narrative therapy (White, 1995), focusing on the reimagination and re-writing of one’s personal story; and (e) bibliotherapy (McChord Crothers, 1916), focusing on the reading of fiction as therapeutic. The current work is a creative, reflexive, immersive and interactive inquiry. It does not intend to answer any one question, but to open new pathways to understanding and knowing in the fields of education and mental health. Blondie, the novel, aims to be a transformational experience for interlocutors, providing an example of how a work of fiction might be written to illuminate the complex layers of mental illness, and to exemplify one’s navigation toward self-discovery, authenticity, and therefore mental health. I wrote Blondie with the intention of being provocative. It is irreverent and disturbing and perhaps disgusting at times, covering serious mental health issues in a raw and very honest way. Readers should be warned of its explicit content and topics covered such as abuse, rape, drug and alcohol abuse, smoking, eating disorders, body dysmorphia, reckless behaviour, mania, depression, anxiety, drug dealing and other crimes, and harsh and offensive language.
Open Access
Two Iranian mothers' life experiences in Canada : a critical narrative inquiry.
(2024-06) Kharazmi, Leila; Ricci, Carlo; Faculty of Education
This critical ethnographic work aims to understand the financial narratives, and insights faced by Canadian and Vietnamese LGBTQI2S+ young adults. My project emphasizes thinking outside of the box, disrupting the current status quo about the LGBTQI2S+ community by challenging accepted beliefs about gender, sexual orientation, and gender identity. My project critically challenges inequitable social structures which limit the fundamental rights and power of a number of LGBTQI2S+ individuals when they attempt to obtain financial literacy education and essential services. This research therefore serves to increase public awareness, encourage the advancement of beneficial social improvements for people relegated to the margins and to examine spaces that could transform the lives of LGBTQI2S+ individuals for the better. The key theoretical frameworks include concepts of financial literacy and inclusion, the critical/transformative paradigm, notions of sexual construction and power dynamics, intersectionality and ecology of human development, queer theory, behavioral finance theory, and critical pedagogy. Surveys and focus groups were utilized for data collection. I employed thematic analysis to identify and analyze key themes. The four themes are: (1) discrimination and exclusion, (2) impacts of laws, (3) shame and internalized homophobia, and (4) resiliency, joy, and moving forward. This work contributes to the growing scholarship of human rights and social equity towards LGBTQI2S+ young adults. The insights are essential for LGBTQI2S+organizations, scholars, educators, financial providers, and policymakers when they consider potential ways to build policies, curriculums, or services to approach and support this community.
Open Access
More than sport - youth : supporting youth athletes through sport career transitions.
(2024) Cardinal, Ethan; Bruner, Mark; School of Physical and Health Education
While playing sport, identifying as an athlete can provide individuals with a sense of belonging and purpose. However, unanticipated and involuntary sport transitions (e.g., deselection, injury) can be associated with identity loss, which can be associated with other negative outcomes such as isolation and depression. More than Sport is an applied intervention that has been successfully implemented to support the sport transitions of professional athletes during retirement. The purpose of the current study was to evaluate the feasibility of a More than Sport workshop adapted for youth athletes to support sport career transitions. Utilizing a single intervention group design, 36 competitive ice hockey players (Mage= 14.72, SD = 0.91) attending a high school hockey academy participated in the two-session workshop. Program acceptability and feasibility were evaluated with a survey and focus group interviews. Descriptive statistics from the post-intervention survey items, anchored from 1 (Disagree) t 5 (Agree), indicated that participants, on average, recommended the workshop to other athletes (M=4.50, SD=0.67) and reported that it would be useful in the future (M-4.32, SD=0.69). Focus group data indicated support for the workshop content and structure. This pilot study suggests the acceptability and feasibility of More than Sport in a youth population.
Open Access
Designing for memory : effective graphic design practices for digital slide presentations
(2005-04) Auger Duncan, Elizabeth; Weeks, Ron; Faculty of Education
The following study developed from concerns that many students have difficulty creating clear, effective presentations. Lack of clarity, particularly in the visual communication of the information in presentations, is a problem for the audience because it can lead to poor understanding of the topic. This study's guiding assumption was that basic knowledge of good graphic design practices could help students create better slides for digital slide presentations. The audiences, in turn, would have a stronger retention of the content. This study involved a combination of both quantitative and qualitative research methods. In October 2004, 71 grade 10 media arts students in two schools were shown a digital slide presentation titled "The Internet as an Interactive Environment". The presentation contained digital slides which were created using a variety of graphic design practices, some good and some poor. The participants were then given a multiple-choice test on the content. Later, all participants were surveyed as to how they felt each slide was effective for helping them remember the information presented for the test. As well, three identified students with ADD were chosen to participate in an interview including specific questions related to their retention of the digital slide presentation material. Results from this study indicated that accepted theories of good graphic design for presentations were not necessarily supported. Although a few theories were upheld, the majority of the participants preferred slides that were designed in an opposite mode from common beliefs about good graphic design practices. The students' test scores, survey ratings, survey comments, and interview answers supported their preferences.
Open Access
Smart pattern search (SPS), an analytical method with numerical validation : inverse design and optimization of 1-D metagrating beam deflector
(2024) Sabzevari, Mohammadamin; Hatef, Ali; Faculty of Arts and Science
Nowadays, optimization has become an integral part of nearly every scientific field, particularly in the realm of photonics. Optimization techniques are widely employed to enhance the effectiveness of photonic structures, including metagratings. The primary objective is to maximize light intensity towards a specific diffraction order while minimizing the influence of other orders. This work introduces a fast semi-analytical algorithm for the inverse design and optimization of a one-dimensional beam deflector metagrating. This algorithm can generate highly efficient structures based on desired wavelengths and deflection angles.The method employed in this work is the Smart Pattern Search (SPS), an improved version of the pattern search algorithm from MATLAB's Global Optimization Toolbox. The SPS algorithm aims to maximize the deflected light towards the 1st diffraction order, playing a crucial role in various applications, particularly in display technology. Optimized structures contribute to brighter, clearer, and more efficient displays, while poorly optimized or unoptimized structures can significantly impact picture quality and energy consumption. This study demonstrates a significantly shorter processing time compared to similar machine learning-based approaches for the same metagrating structure setup, parameters, and electromagnetic solver. Although machine learning-based algorithms can achieve higher efficiencies in most cases, the efficiencies obtained by SPS are also very competitive. In some instances, such as a wavelength of 1100nm with angles 60 and 70°, SPS even outperforms machine learning-based methods.It is worth noting that the SPS algorithm does not require state-of-the-art computers, and the entire process can be completed in less than 27 minutes. In contrast, counterpart methods may take several hours using the same hardware, which in this case is an Intel® Core™ i7-3632QM CPU @ 2.2 GHz, and 8GB of DDR3 RAM.
Open Access
Pacing in ultra endurance sport : investigation into pacing differences between sex, age, and finishing performance during Muskoka Ironman 70.3 Triathlon.
(2024) Watters, Erin; Raymer, Graydon; School of Physical and Health Education
The purpose of this study was to compare between males and females, young, middle, and old age groups, and top and bottom performers, the pacing of participants completing the bike and run portions of an Ironman 70.3 event. Publicly available data uploaded by participants who completed the 2019 Muskoka Ironman 70.3 event to www.strava.com (Strava) was analyzed in this study. The analysis included 271 participants from the cycling portion of the event and 226 participants from the running portion. Pacing profiles in both events were compared between men and women; between young (<34 years), middle (35-54 years), and old (>55 years) age groups; and between fast (top 25%) and slow (bottom 75%) finishers. Pacing was measured as the difference in average speed between the first half and the second half of each event portion. No significant pacing differences were detected between groups for the cycling portion, with all groups having a faster second half demonstrated by a net increase in speed of between 0.94km/hr to 1.57km/hr. During the cycling portion of the event, males showed significant increase in speed from their first half pace to second half by 1.14km/hr (p=0.002) whereas females did not, however, between groups comparisons show that there were no significant difference in changes of speed between sexes (p=0.761). Similarly, only middle aged athletes showed significant increase in speed from first to second half by 1.19km/hr (p=0.009). In the running event, all groups had a slower second half, with the only significant difference being the top performers slowed less than the bottom performers (0.37km/hr vs 0.60km/hr, p=0.003). Males, bottom performers, and middle-aged athletes showed significant change in pace from first half to second half, slowing by 0.55km/hr, 0.59km/hr, and 0.55km/hr respectfully. Overall, these findings contradict previous research on marathon running suggesting females have less slowing in the second half of the event compared to males. This study was the first of its kind to use publicly available data from Strava to observe performance and physiological variables for an ultra-endurance sport, and captured an accurate sample representative of the population of athletes compared to the verified results from Ironman, allowing for future use of Strava as a means of collecting performance and basic physiological data for research purposes of real life events.
Open Access
Socio-economic justice and LGBTQI2S+ young adults : financial literacy education and financial inclusion
(2024) Tran, Vuong; Cho, Christine L.; Brown, Natalya; Faculty of Education
This critical ethnographic work aims to understand the financial narratives, and insights faced by Canadian and Vietnamese LGBTQI2S+ young adults. My project emphasizes thinking outside of the box, disrupting the current status quo about the LGBTQI2S+ community by challenging accepted beliefs about gender, sexual orientation, and gender identity. My project critically challenges inequitable social structures which limit the fundamental rights and power of a number of LGBTQI2S+ individuals when they attempt to obtain financial literacy education and essential services. This research therefore serves to increase public awareness, encourage the advancement of beneficial social improvements for people relegated to the margins and to examine spaces that could transform the lives of LGBTQI2S+ individuals for the better. The key theoretical frameworks include concepts of financial literacy and inclusion, the critical/transformative paradigm, notions of sexual construction and power dynamics, intersectionality and ecology of human development, queer theory, behavioral finance theory, and critical pedagogy. Surveys and focus groups were utilized for data collection. I employed thematic analysis to identify and analyze key themes. The four themes are: (1) discrimination and exclusion, (2) impacts of laws, (3) shame and internalized homophobia, and (4) resiliency, joy, and moving forward. This work contributes to the growing scholarship of human rights and social equity towards LGBTQI2S+ young adults. The insights are essential for LGBTQI2S+organizations, scholars, educators, financial providers, and policymakers when they consider potential ways to build policies, curriculums, or services to approach and support this community.
Open Access
Exploring attachment bonds between kindergarten students and educators: a creative appreciative inquiry
(2024) Thornborrow, Jeffery; Frost, Lorraine; Faculty of Education
This dissertation is a Creative Appreciative Inquiry research study that explores attachment bonds created between kindergarten students and educators. Rooted in the theoretical contexts of Attachment Theory and Social Constructivism, this study highlights the positive elements that contribute to the reciprocal relational connections educators and students offer one another that creates an environment that feels safe for children to thrive. Two research questions were the basis for exploring the topic of educator-child attachment: (1) What do kindergarten students identify as being helpful in the formal education system to increase feelings of safety and care while away from their caregivers?; and (2) how do kindergarten teaching teams in the formal education setting create and sustain feelings of safety and care in their students while they are away from their caregivers? The Appreciative Inquiry methodology that was utilized in this research connected all participants with the researcher on a deep level; valuing participants’ expertise in their own experiences and seeing the need to rise to the challenge of hearing the voices of everyone involved. A kindergarten classroom in Northern Ontario was the site of data collection where two educators (the classroom teacher and Early Childhood Educator), 12 kindergarten students, and five caregivers participated in two cycles of the 4D model in Appreciative Inquiry. Methods included classroom observations (6), semi-structured interviews with the education team (3), student classroom brainstorming sessions (2), student draw-and-tell exercises (2), and semi-structured interviews with caregivers (6). Analysis of the data was carried out using a reflexive thematic analysis and was assisted by NVivo software. Results of the study generated four themes that connected to the topic of research and contributed to answering the research questions: physical proximity, touch, attend/attune/accept, and presentation. Exploring Attachment Bonds Between Kindergarten Students and Educators: A Creative Appreciative Inquiry adds to the current body of literature by offering a new methodological approach in raising the voices of students and their educators to the fore of the topic discourse while also highlighting new considerations for building educator-child relationships that have not yet been cited in literature.
Open Access
The impact of Covid-19 on British Columbia's education assistants' stress levels
(2023) Raymond, Mayuka (May); Corkett, Julie; Faculty of Education
Over the years, there has been a significant increase in students with disabilities in elementary and secondary schools across British Columbia (Lloyd & Baumbusch, 2020). With the rise in population of students with disabilities, there has also been an increase in Education Assistants (EAs), as they have become the primary support in schools (Abrey et Al., 2019). However, research surrounding the EA role has been scarce. With the COVID 19 pandemic affecting students and teachers at all school levels, the current research addresses EA stress levels during the pandemic. Participants, two elementary and four secondary school level EAs, were asked to partake in an interview to discuss their role, responsibilities, and effects on their mental health during the pandemic. As with previous research (Dmyterko, 2018; Giangreco, 2013; Malcomson, 2008; 2009), the results indicated that participants experienced an increase in stress during the pandemic, primarily due to the uncertainty of their role and lack of recognition from administration and the public. However, participants also noted an increase in communication and acknowledgement from teachers and parents, which was a noticeable change compared to pre- COVID levels. Recommendations regarding the EA positions in BC include: (a) a standardized definition of what an EA’s role is, (b) standardized qualifications and certification for EAs, and (c) require all schools to provide a clear and specific job description outlining the duties the EA is to perform.
Open Access
Effects of age on relationships between trunk kinematics and centre of mass motion in the frequency domain during gait
(2024) McArthur, Emma; Schinkel-Ivy, Alison; School of Physical and Health Education
Previous work has analyzed biomechanical signals in the frequency domain, although primarily during quiet standing tasks. To the author’s knowledge, no previous research has examined the relationship between trunk kinematics and extrapolated centre of mass motion in the frequency domain during treadmill walking throughout adulthood. The purpose of this study was to use coherence to quantify relationships between trunk angles and extrapolated centre of mass motion during gait; and to determine if there were any age-related differences in these relationships. To explore this purpose, 60 participants (split into 6 groups by decade) ranging from 22-79 years of age completed 400 steps at two walking speeds on a treadmill while motion capture data was recorded. These data were used to calculate trunk segment angles (flexion-extension, lateral bend) and extrapolated center of mass position (anteroposterior, mediolateral). Coherence analysis was used to examine the relationships between all pairings of these signals at various frequencies of interest; coherence values were then compared between frequencies of interest and age groups. Significant effects of frequency on coherence values were observed for all signal pairings. The strongest coherence values occurred for pairings of signals in the same plane, and at the primary frequency mode for that plane. Significant age effects were only seen for the pairing of trunk flexion-extension and anteroposterior extrapolated centre of mass position; however, the trends in the coherence values reflected those for mean walking speed, which warrants further investigation. These findings provide insight into the dominant frequencies in each direction during gait, and the influence of these dominant frequencies on coherence. This study will be used to inform future research extending the current analysis from trunk kinematics to lower extremity joint kinematics.
Open Access
"It's so fun!", exploring the organized sport experiences of adolescents with Down syndrome and their parents
(2024) Patel, Pankti; Bruner, Brenda; School of Physical and Health Education
Down syndrome(trisomy21) is the most common genetic cause of intellectual disability. Individuals with Down syndrome present with a variety of structural and functional deficits, including those to the musculoskeletal, nervous, and cardiovascular systems, which require physiotherapy attention. As individuals with Down syndrome reach developmental milestones, there is a tendency to ‘ageout’ from the rehabilitative department. Regular participation in physical activity and organized sports provides various benefits to an individual with Down syndrome to remain active. Previous literature on organized sports has mainly focused on activity, participation, quality of life, and facilitators and barriers to participation for people with neurological disabilities and intellectual disabilities. However, the perspectives specifically of adolescents with Down syndrome, especially in a northeastern context, are absent in the literature. The purpose of this study was to explore the experiences of adolescents with Down syndrome and their parents on team or individual organized sports participation in Northeastern Ontario. Criterion-based snowball sampling was used to recruit families and their adolescents with Down syndrome. Four interviews were conducted(2adolescent,2parent) using a semi structured interview guide developed based on “F-words for childhood disability”(i. e. Fitness, Function, Family, Fun, Friendship and Future) framework. Reflexive thematic analysis using an inductive coding approach was conducted. Themes constructed from the parents were ‘participatory benefits of organized sport’ and ‘contextual factors of sport participation’, while themes constructed from the adolescents with Down syndrome were ‘developing positive emotions through organized sports’ and ‘growing passion for sports through organized sports participation. The findings of this study suggest organized sports participation should be considered as a fun, complementary rehabilitative modality for adolescents with Down syndrome that could improve their health and well-being. It is recommended for health care professionals to work towards promoting opportunities for long-term participation in organized sports for adolescents with Down syndrome.
Open Access
Description and prediction of vegetation recovery on inactive forest roads in Northern Ontario
(2023) Meecham, Dawson Gary-Christopher; Dech, Jeff; Reid, Doug; Faculty of Arts and Science
Forest roads are high-impact, abundant and dispersive features on the landscape. These anthropogenic disturbances are a necessary component of forest harvesting operations; however, they are associated with habitat fragmentation, loss of biodiversity, and soil nutrient leaching. Studies of linear feature disturbances have largely focused on seismic lines in western Canada, with very few studies focused on the recovery of forest roads. I used non-metric multidimensional scaling (NMS), an inductive, ordination approach to characterize the environmental gradients and vegetation communities of forest roads in various stages of recovery(from regularly used, active to abandoned, inactive forest roads) in the Great Lakes-St. Lawrence and Boreal forest regions of Ontario. Using a stratified random sampling design, I selected 42 forest road segments in the Nipissing Forest (NF) and 18 forest road segments in the Dog River Matawin Forest (DRMF). On each road segment, I established a 100m2(5.65m radius) circular vegetation plot and a 20m transect line perpendicular to the road carriageway. I measured soil compaction, azimuth, drivable road width (DRW), total road width (TRW), canopy closure, shrub density, tree density, basal area, tree heights, proximity to a primary road, species richness, evenness, Shannon index, and species presence with associated abundance. The NMS produced3-Dimensional solutions for each forest and one axis in each forest was recovery driven. The recovery scores in each forest were associated with a decrease in the DRW, the TRW, and the standard deviation of soil compaction, as well as an increase in canopy closure. Indicator species that had positive associations with the recovery scores were identified in both forests. The shade-2 tolerant Acer saccharum was the species best related to recovery in the NF while Galium asprellum was the species best related to recovery in the DRMF. The DRW was the strongest influence on recovering forest roads. The results of this study suggest that the intensity of the initial and on-going disturbance of a forest road influences the structure of recovering plant communities, largely highlighted with the DRW and TRW. Future work should explore the hypothesis that vehicular damage to establishing stems is the main activity impeding the recovery process on forest roads.
Open Access
Living and writing into being truth and reconciliation : the experiences of five Indigenous women and two allies
(2024-02) Moorthy, Deva Balan; Parr, Michelann; Faculty of Education
The study takes place in the Langley School District and the Fraser Cascade School District in the Fraser Valley in British Columbia. Five Indigenous women and an ally were all part of the process, which used a talking-circle methodology to capture the stories and opinions of the participants as a way to create authentic and relatable strategies for moving Truth and Reconciliation forward in our schools. Several themes emerged from the research: a quest for identity, loss and trauma, residential-school connections, systemic racism in school and society, labelling of Indigenous students as special needs, the importance of storytelling as an educational methodology, embracing Indigenous Principles of Learning, and decolonizing educational practices. The results of the study point to language revitalization, celebrating culture, the importance of Elders, and the need for both appropriate resources and anti-racism structures in schools. Pedagogical shifts in practice—such as implementing universal design for learning, Indigenous Principles of Learning, land-based pedagogy, and competency assessment models, were identified as critical strategies for supporting Indigenous students.

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