Athabasca University

Athabasca, Canada

Athabasca University

Athabasca, Canada
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The International Nurses Association is pleased to welcome Sadhna Persaud, RPN, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Sadhna Persaud is a Registered Practical Nurse with five years of experience in her field and an extensive expertise in all facets of nursing, especially mental health, operating room, and endoscopy nursing. Sadhna is currently serving patients within Ontario Shores Centre for Mental Health Sciences, where she works primarily on a Forensic Assessment Unit in Whitby, Ontario, and is also affiliated with Markham Stouffville Hospital. Sadhna Persaud has been working as a Registered Practical Nurse for more than five years, upon graduating from Centennial College in Toronto, Ontario. An advocate for continuing education, she is currently studying for her Registered Nurse Degree at Athabasca University in Alberta, Canada. Sadhna has completed a number of advanced training courses while working as a nurse, and is a Certified Nurse, Operating Room. To keep up to date with the latest advances and developments in nursing, Sadhna maintains a professional membership with the Registered Nurses Association of Ontario. She attributes her success to the support of her family and friends. She believes nursing is a challenging but rewarding career, and having supportive individuals in her life has given her the courage and ability to fulfill her goals. When she is not assisting patients, Sadhna enjoys fitness, cooking, reading, and traveling. Learn more about Sadhna Persaud here: and be sure to read her upcoming publication in Worldwide Leaders in Healthcare.

News Article | December 14, 2016

In 1993, educational technologist Seymour Papert suggested that a teacher from the nineteenth century transported into the mid-1990s would feel at home in the classroom. Twenty years on, this is no longer true. Teachers in much of the developed world now use smartboards, tablets and student-centred, collaborative and project-based learning. Universities are adopting flipped teaching: students learn online, then solve problems in the classroom. Some can access remote lab equipment and telescopes. Some institutions — such as the University of Waterloo in Canada and Massey University in Palmerston North, New Zealand — blend online and campus teaching. Massive open online courses (MOOCs) involve people around the world in study and conversation. The continuing change is provoking existential dread among some faculty members, who envision teachers replaced with computer-based tutors and universities moving to online-only courses in the next decade. Those shifts can also foster an excitement that Robert Ubell's Going Online captures. The book is the view from the control room of the New York University Tandon School of Engineering, where Ubell heads the digital-education unit. He starts by observing that traditional university education has failed to engage students in active learning. The more accomplished the lecture, for instance, the more it may give a false impression that all the students have absorbed the material. Ubell's proposition is that online learning lets students process information in their own time. They can take part in online discussions and ask questions anonymously, without losing face. This demands a new pedagogy — teaching, learning and assessment for active learning communities. Academics must work with web designers and educational technologists to create conditions that let students control the pace and delivery of learning, yet continually share and respond to others' ideas. Ubell is right that anonymity can help students who are less confident, or not fluent in the language. But an important part of university is learning to challenge and debate. Some MOOC platforms, such as FutureLearn, promote constructive discussion, with thousands of learners bringing global perspectives to hotly debated topics such as climate change. Going Online shows there are many ways to migrate education to the Internet. All require institutions to commit to opening up instruction, moving from a professional relationship between a teacher and students to a corporate process. It involves decisions about the online learning environment (be it Moodle, Blackboard or Canvas), whether to use a MOOC provider, how to negotiate intellectual-property rights and how to compensate staff. In offering students autonomy and activity, the online university may sacrifice humanity. The way back from the mass corporate online instruction offered by some for-profit universities, such as the University of Phoenix in Arizona, is through blended learning. Students study the curriculum online from material provided by sources including MOOCs, web pages and interactive science simulations. They are encouraged to use social media to share knowledge. The classroom becomes a site for exploring a topic in depth by solving problems, debating and taking tests. In science, students can get hands-on experience with lab equipment, and then book remote access and analyse data online. Blended learning works equally well for apprenticeships and professional development. The Swiss government's DUAL-T online vocational-learning initiative, for example, bridges the gap between classroom and workplace. An academic who has spent a career lecturing may be uncomfortable with the shift to facilitating learning, but new teachers have grown up with online learning and social media. Many will have used collaboration tools like Slack, and professional communities such as LinkedIn and Stack Exchange. At the centre of the book is a 2000 study by Ubell and his colleague Hosein Fallah that compares two graduate classes — identical in content and instructor, but with one delivered through lectures and the other online. The numbers are small (just 7 students online and 12 on campus), and the results inconclusive. A better demonstration is a metastudy led by educational psychologist Barbara Means (mentioned briefly in the book) that analysed more than 1,000 empirical studies. It found that, on average, students engaged in online learning did better than those who had solely face-to-face instruction. The advantage was bigger for blended learning (B. E. Means et al. Evaluation of Evidence-Based Practices in Online Learning; US Department of Education, 2009). As Ubell says, critics of online learning generally point to training systems and MOOCs that deliver canned lectures. Success in digital education comes from social-networked learning, with global access to online materials, high-quality open courses and vibrant peer discussions. The flipped classroom can work in both New Delhi and New York City. It requires a decentred perspective to create communities of education providers and learners, welcoming differing cultural perspectives and pedagogies. The pioneers are universities committed to global open education, such as the Open University in Milton Keynes, UK; the Massachusetts Institute of Technology in Cambridge; Canada's Athabasca University; and the University of Cape Town in South Africa. The most traditional universities are finding this step the hardest. Just as modern education is becoming a melange of sources and services, so Going Online is pieced together from previously published, updated papers. Weaving a coherent narrative can be challenging, but the book captures aspects of an education system in transition from campus instruction to global enterprise.

Agency: European Commission | Branch: FP7 | Program: CP | Phase: ICT-2007.4.3 | Award Amount: 2.93M | Year: 2009

The project will develop intelligent technologies to support learning and knowledge-building (LKB) activities in Intelligent Learning Extended Organisation (IntelLEO), a new paradigm representing a community that emerges as a temporal integration of two or more different business and educational communities and organizational cultures (industrial, research and educational).\nThe objective is to explore how the responsiveness of the LKB environments in an IntelLEO, aiming to enhance motivation of learners, proactively encouraging them to take part in LKB activities, can be radically enhanced by advanced technology exploiting a synergy between services for\n- efficient management of collaborative LKB activities and access to and supply of shared content, and\n- harmonisation of individual and organisational objectives.\nThe project will develop:\n\ta new Implementation Framework on how to exploit this synergy, taking into account the best social constructivist and situated learning practices in collaborative LBK for an IntelLEO\n\tan innovative ontological framework for context capturing which includes learners, context and collaboration models, serving to achieve the targeted synergy\n\t generic and widely applicable synergetic services, fitting SOA principles, for managing collaborative LKB activities and contents within an IntelLEO, such as services for:\no\tManagement of Social Interactions,\no\tProvision of learning resources,\no\tProvision of the most appropriate LKB path for individuals/groups,\no\tScaffolding of the learning process of individuals in accordance with organisation objectives & policy.\nThe new services will be validated within three IntelLEOs each involving various configurations of business and educational organisations, made to share resources, skills and costs in supporting LKB activities. An analysis of socio-economic context regarding applicability/ usefulness of the approach proposed and services will be provided.

The International Nurses Association is pleased to welcome A. Alison Ross, DNP, to their prestigious organization with her upcoming publication in the Worldwide Leaders in Healthcare. Dr. A. Alison Ross is a Primary Care Nurse Practitioner currently serving patients at the Slave Lake Family Care Clinic in Slave Lake, Alberta, Canada. Dr. Ross holds over 14 years of experience and an extensive expertise in all facets of nursing, especially primary care and northern (remote) nursing. Dr. A. Alison Ross graduated with her Bachelor of Science Degree in Nursing from the University of Saskatchewan in Saskatoon, Saskatchewan in 2002. She then went on to obtain her Master of Science Degree in Nursing in 2012 at Athabasca University in Alberta. An advocate for continuing education, Dr. Ross recently gained her Doctor of Nursing Practice Degree in 2016 from Duke University, and also holds Family/All Ages Nurse Practitioner registration. Dr. Ross maintains a professional membership with the Canadian Nurses Association and the College and Association of Registered Nurses of Alberta, and additionally is a Sigma Theta Tau inductee. She says that her love of nursing is the driving force behind her success, and she feels privileged to collaborate with patients to achieve their desired health. When she is not assisting patients, Dr. Ross enjoys cooking, knitting and crochet as well as spending quality time with her family and friends. Learn more about A. Alison Ross here: and read her upcoming publication in Worldwide Leaders in Healthcare.

TORONTO, ON--(Marketwired - December 06, 2016) - The Canadian Council for Aboriginal Business (CCAB) is pleased to announce: The Lifetime Achievement Award recognizes a First Nations (Status or Non-Status), Inuit, or Métis business person whose community leadership and business success has made a substantive contribution to the economic and social well-being of Aboriginal peoples across Canada. The National Youth Entrepreneur of the year award recognizes an up-and-coming Aboriginal entrepreneur under the age of 35. Respected Métis entrepreneur Herb Belcourt is the founder of several businesses including Belcourt Construction started in 1965, the third largest power-line company in Alberta. In 2001 Herb with two fellow co-founders formed Belcourt Brosseau Métis Awards a $13-million endowment with a mandate to support Métis students pursuing further education. To date $17-million is in the endowment, and over 15 years $6-million has been given away to over 1,000 students in over 200 programs in every institution in Alberta. Mr. Belcourt's accolades include an Honourary Doctorate of Laws (University of Alberta, 2001), The Order of Athabasca University (2006), Investiture as a Member of the Order of Canada (2010) and an Honorary Diploma from NorQuest College (2014). Isabell Ringenoldus (First Nations), owns and operates TAWS Security, which provides physical security, mobile patrol security, as well as many technological solutions and value-added services to empower their clients and staff. TAWS Security is based on the Fort McMurray #468 First Nation in Anzac, Alberta. 100% of their ownership and management team are local Fort McMurray residents. Following the unfortunate and devastating event of the Fort McMurray wildfire, TAWS Security was able to showcase their ability and resources to immediately deploy both management and trained guards to the Regional Municipality of Wood Buffalo hours after the fire started. The Chief Operating Officer of TAWS Security was promptly appointed the position of Director of Private Security Service. The award ceremonies will take place January 31, 2017, at the CCAB Annual Toronto Gala, Ritz Carlton, 181 Wellington Street West in Toronto, Ontario from 17:30 to 21:00. About the Canadian Council for Aboriginal Business (CCAB): CCAB is committed to the full participation of Aboriginal people in Canada's economy. A national non-profit, non-partisan association, CCAB offers knowledge, resources, and programs to both mainstream and Aboriginal owned companies that foster economic opportunities for Aboriginal people and businesses across Canada. About the Aboriginal Lifetime Achievement Award: The Aboriginal Lifetime Achievement Award is part of CCAB's Aboriginal Business Hall of Fame, which recognizes Aboriginal persons whose business leadership has made a substantive contribution to the economic and social well-being of Aboriginal people over a lifetime. The inaugural award was given in 2005 and there have been over 22 laureates since then. About the National Youth Entrepreneur of the Year award: The Canadian Council for Aboriginal Business is presented annually to an Aboriginal entrepreneur under the age of 35. The recipient will receive a $10,000 financial award and be recognized at CCAB's 2017 Toronto Gala. For more information go to:

With an upcoming publication in the Worldwide Leaders in Healthcare, Joanne McKee, RN, NP, BA, MN-ANP, joins the prestigious ranks of the International Nurses Association. She is a Registered Nurse and Nurse Practitioner with 30 years of experience in her field and extensive expertise in all facets of nursing. Joanne is currently serving patients as a Duty Nurse Practitioner at International SOS in Canada. Her position is in a remote industrial site and involves primary, acute, and emergency care of Oil Sands employees. International SOS is the world’s leading medical and travel security risk services company. Joanne completed her diploma in nursing in Glasgow, Scotland, at The Southern General Hospital College of Nursing & Midwifery in 1986. She then relocated to Canada in 1988 and wrote the CRNE in Ontario the same year. She obtained a bachelor’s degree of arts in psychology in 1998 at Saint Mary’s University and a master’s degree in nursing with a focus on Advanced Nursing Practice in 2007 at Athabasca University. Joanne credits her success to her mother Mary, who instilled a great work ethic in her. She is a member of the College and Association of Registered Nurses of Alberta and is certified in Advanced Cardiac Life Support and Basic Life Support. Joanne was also nominated for the NWT Wise Woman Award. Learn more about Joanne here: and read her upcoming publication in the Worldwide Leaders in Healthcare.

With an upcoming publication in the Worldwide Leaders in Healthcare, Elaine E. Simonds, RN, BN, MA, COHN(C), joins the prestigious ranks of the International Nurses Association. Elaine is a registered nurse with 36 years of experience in her field and an extensive expertise in all facets of nursing. Elaine is currently serving patients as occupational health nurse at Elaine E. Simonds Resources, her private practice in Calgary, Alberta, Canada, specializing in occupational health, consultant occupational health, and disability management. Elaine graduated with her Nursing degree from Saint John School of Nursing prior to 1980. She then attended Athabasca University Faculty of Health Disciplines where she earned her Bachelor of Science degree in Nursing in 1997. An advocate for continuing education, Elaine went to Gonzaga University and acquired her Master of Arts degree in Psychology in 1999. A Certified Occupational Health Nurse in Canada, Elaine keeps current in the latest developments in the nursing field by maintaining professional memberships with the Alberta Registered Nurses Association, the Canadian Occupational Health Nurses Association, and the Alberta Occupational Health Nurses Association. Furthermore, she keeps up to date in the latest advancements in psychology through her professional membership with the Canadian Guidance and Counseling Association. Elaine attributes her success to her fantastic mentors, and in her spare time enjoys hiking, outdoor activities, gardening, and traveling. Learn more about Elaine here and read her upcoming publication in the Worldwide Leaders in Healthcare.

This paper explores the nature of voluntary sector 'spaces of care.' In particular, the paper is concerned with spaces of care that have been established in response to urban homelessness. These include service environments such as emergency shelters, drop-in centres, and soup kitchens. Renowned for being health affirming, these environments also function as important political spaces in the city. One site in particular, a low-barrier emergency shelter, is examined in detail. This site's political significance is traced to the way in which it partakes in boundary work by defining who is worthy of support, who is to count as a citizen and which lives matter. This interpretation has important implications for how we understand the relationship between the health of marginalized populations, voluntary welfare provision and the state. © 2010 Elsevier Ltd.

Pivot F.C.,Athabasca University
Remote Sensing | Year: 2012

RADARSAT and ERS-2 data collected at multiple incidence angles are used to characterize the seasonal variations in the backscatter of snow-covered landscapes in the northern Hudson Bay Lowlands during the winters of 1997/98 and 1998/99. The study evaluates the usefulness of C-band SAR systems for retrieving the snow water equivalent under dry snow conditions in the forest-tundra ecotone. The backscatter values are compared against ground measurements at six sampling sites, which are taken to be representative of the land-cover types found in the region. The contribution of dry snow to the radar return is evident when frost penetrates the first 20 cm of soil. Only then does the backscatter respond positively to changes in snow water equivalent, at least in the open and forested areas near the coast, where 1-dB increases in backscatter for each approximate 5-10 mm of accumulated water equivalent are observed at 20-31° incidence angles. Further inland, the backscatter shows either no change or a negative change with snow accumulation, which suggests that the radar signal there is dominated by ground surface scattering (e.g., fen) when not attenuated by vegetation (e.g., forested and transition). With high-frequency ground-penetrating radar, we demonstrate the presence of a 10-20-cm layer of black ice underneath the snow cover, which causes the reduced radar returns (-15 dB and less) observed in the inland fen. A correlation between the backscattering and the snow water equivalent cannot be determined due to insufficient observations at similar incidence angles. To establish a relationship between the snow water equivalent and the backscatter, only images acquired with similar incidence angles should be used, and they must be corrected for both vegetation and ground effects. © 2012 by the authors.

Wang J.,Athabasca University
Energy | Year: 2015

Since its creation over 170 years ago, and despite major investments and efforts by stakeholders over the last few decades to move this technology to the mainstream, today fuel cells continue to be regarded as a fledgling industry. In spite of the commitment by industry leaders, analysis shows that their actions do not address the critical questions facing this technology: Why has scaling-up of fuel cells failed so often when many researchers have stated their successes in the small scale? Why do fuel cell stacks have lower durability, reliability and robustness than their individual cells? Could investments of a hydrogen fueling infrastructure stimulate advancements in the key issues of durability, reliability and robustness and substantially reduce fuel cell costs? In this paper, we will analyze and confront these fundamental questions to improve understanding of the challenges of scaling-up technologies and identify key barriers. Then we will examine options and suggest a procedure for change to substantially improve the durability and reliability of fuel cells and reduce their costs. © 2014 Elsevier Ltd.

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