<p>The purpose of this basic qualitative research was to gain a deeper understanding of how spirituality informs adult learning. Using transformative and holistic learning as major theoretical frameworks, qualitative interviewing was used to identify the viewpoints of eight spiritually focused adult educators associated with the Center for Spirituality. Transcriptions of the interviews were analyzed using inductive and comparative methods to develop a series of codes and themes related to participants&rsquo; understandings of spirituality, adult learning, and how spirituality may inform or affect learning as an adult. Results of the study suggest that spirituality informs transformative learning by providing: (a) a context through which adults may understand the meaning of their learning experience, and (b) a context for the justification of deeply held understandings and beliefs&mdash;both of which inform the foundation of transformative learning: habits of mind and points of view. </p>

<p> Co-teaching has been utilized as a method of academic intervention used in K-12 classrooms over the past fifteen or more years. This method has consistently involved the pairing of a special educator with a general educator through a variety of co-teaching models. Co-teaching is meant to be used in inclusive environments, where students with and without disabilities are taught together. Co-teaching is a commitment from both educators who participate voluntarily, develop a professional relationship with one another, allow time for planning of classroom objectives, and obtain sufficient training. Multiple benefits to carefully implemented co-teaching in the K-12 environment have been documented in research studies. However, few studies contain information about co-teaching in higher education, particularly in the field of education. This research hopes to gain an understanding of how the pairing of a K-12 special educator and special education professor can bridge educational theory and practice to, hopefully, produce pre-service educators that have more competence about the realities of the teaching world. Results under analysis include measuring attitudes about special education inclusion and overall academic growth for pre-service educators after exposure to knowledge from two working professionals in a co-teaching and traditionally taught classroom environment. </p>

<p> Hands-on experiential learning activities are an important component of computing education disciplines. Laboratory environments provide learner access to real world equipment for completing experiments. Local campus facilities are commonly used to host laboratory classes. While campus facilities afford hands-on experience with real equipment high maintenance costs, restricted access, and limited flexibility diminish laboratory effectiveness. Web-based simulation and remote laboratory formats have emerged as low cost options, which allow open access and learner control. Simulation lacks fidelity and remote laboratories are considered too complex for novice learners.</p><p> A web-based combined laboratory format incorporates the benefits of each format while mitigating the shortcomings. Relatively few studies have examined the cognitive benefits of web-based laboratory formats in meeting computing education students&rsquo; goals. A web-based combined laboratory model that incorporates motivation strategies was developed to address non-traditional computing education students&rsquo; preferences for control of pace and access to learning. Internal validation of the laboratory model was conducted using pilot studies and Delphi expert review techniques. A panel of instructors from diverse computing education backgrounds reviewed the laboratory model. Panel recommendations guided enhancement of the model design.</p>

No description available.

No description available.

No description available.

This study is an institutional ethnography that examines the social relations of power organizing the work of non-profit community organizations, specifically through funding processes. Starting in the experiences of workers at three Montreal community organizations, it draws attention to the ways in which the capitalist state downloads the responsibilities of health and social services onto 'community', and coordinates the depoliticization of community organizations through funding agreements that limit political work. The study also attends to the informal and incidental learning that happens through the funding work of community organizations. The data consists of semi-structured interviews, and textual analysis of key funding documents used by the Canada Revenue Agency and Centraide of Greater Montreal. In the context of rising neoliberalism, the study reveals points of disjuncture between official funding documents and ideology, and the actual experiences of workers in community organizations. It also draws attention to the ambiguous, contradictory nature of learning in community organizations, and provides a base from which to conduct further studies in this realm. / Cette étude aborde, sous la forme d'une ethnographie des institutions, les relations de pouvoir sociales qui régissent le travail des organismes communautaires à but non lucratif, plus spécifiquement dans le cadre des processus de financement. En prenant comme point de départ les expériences d'intervenants communautaires œuvrant pour trois organismes montréalais, nous attirons l'attention sur la façon dont le gouvernement capitaliste transfère les responsabilités des services sociaux et de santé vers la « communauté », et coordonne la dépolitisation des organismes communautaires par le biais d'accords de financement qui limitent la dimension politique des interventions. Nous prenons également en considération les apprentissages informels et fortuits qui accompagnent le travail de financement. L'étude est basée sur des entretiens semi dirigées, ainsi que sur l'analyse textuelle des principaux documents de financement utilisés par l'Agence du revenu du Canada et par la fondation Centraide du Grand Montréal. Dans le contexte d'un néolibéralisme croissant, notre recherche révèle des points de disjonction entre les documents de financement officiels ainsi que l'idéologie qui les sous-tend, et les expériences concrètes des travailleurs communautaires. Cette étude souligne également la nature ambigüe et contradictoire des apprentissages au sein des organismes communautaires, et ouvre la voie à des recherches plus approfondies dans ce domaine.

This qualitative study explores the learning conditions of marginalized adult learnrs enrolled at an adult high school. The study also explores the role of mathematics in the adult learning environment. The study collected data from two sources: a survey collected data from 64 adult learners enrolled in a high school mathematics course that leads to graduation; interviews were also conducted with ten of these participants. The findings indicated that although both external and internal factors were identifited by the participants as affecting the learning envoronment, these were not regarded as barriers to learning. The participants had a positive view of their own abilites. Mathematics was regarded by the learners as important and was not regarded as an obstacle to their goal of a high school diploma.

Adult neurogenesis is a conserved feature of the central nervous system across the animal kingdom. This process takes place in restricted neurogenic niches of the brain, where active populations of adult stem/progenitor cells are capable of producing newborn neurons. The niche is tightly controlled by intrinsic signals within the microenvironment and from stimuli arising from the external world, which together determine the cellular behaviour of the niche and neuronal output. Currently, our understanding of the biological properties of adult neurogenesis rests mainly on two niches of the vertebrate forebrain. To broaden our view of the diversity of this trait comparative models and new niches must be explored. Here, I have taken advantage of the robust neurogenic capacity of the adult zebrafish brain to examine differences in forebrain and sensory neurogenic niches in regards to cytoarchitectural organization, neurogenic plasticity, and regulation. Five principle findings emerge: (1) up to six morphologically distinct cell types compose forebrain and sensory niches, and are devoid of ependymal cells; (2) heterogeniety in the phenotype of the stem/progenitor cell exists across niches; some having radial glial characteristics; (3) active populations of proliferating stem/progenitor cells reside within primary sensory structures of the adult brain, forming a “sensory neurogenic niche”; different from other models of adult neurogenesis; (4) changes in the social environment induce neurogenic plasticity in sensory niches more readily than integrative niches of the forebrain, and occur independently of cortisol levels; (5) modality-specific stimulation influences stages of adult neurogenesis exclusively in corresponding primary sensory niches as a result of sensory-dependent neurogenic plasticity. Additionally, I have shown that Fibroblast Growth Factor signalling may not be involved in maintaining cell proliferation in sensory niches. These studies showcase the diverse properties of forebrain and sensory neurogenic niches and provide a new perspective concerning the functional role of adult neurogenesis.

Throughout adulthood, the brain continuously generates new neurons in two neurogenic regions: the subgranular zone of the hippocampus and the subventricular zone on the lateral wall of the lateral ventricles. These neurons have been shown to integrate into hippocampal and olfactory bulb circuitry, respectively. Nevertheless, their specific contribution to hippocampal or olfactory function remains unclear. Previous studies have tried to assess adult born neuron contribution to memory function by suppressing neurogenesis and examining the impact on memory acquisition. Although ablation of neurogenesis has been shown to impair performance in hippocampus dependent and olfactory tasks, many studies fail to see an effect. Compensation from residual cells in either system after ablation may underlie these contradictory findings. Thus, a more direct approach to answer this question would be to ablate adult born neurons after their incorporation into the memory trace. To do this, we established a double transgenic strategy to tag and selectively ablate adult born neurons with temporal control. Ablation of a population of predominantly mature, adult generated dentate granule cells did not prevent acquisition of contextual fear conditioning or Morris Water Maze memories. Removal of that same population of cells after training, however, led to memory degradation in three hippocampus dependent tasks. Similarly, post-training ablation of a population of adult generated olfactory interneurons iii impaired performance in an associative odour memory task, whereas pre-training ablation had no impact. Together, these data show that adult generated neurons form a crucial component of both hippocampal and olfactory memory traces.