MSVU e-Commons

The MSVU e-Commons is the institutional repository for Mount Saint Vincent University. It allows MSVU faculty, students, and staff to store their scholarly output, including theses and dissertations. Works in the e-Commons have permanent URLs and trustworthy identifiers, and are discoverable via Google Scholar, giving your work a potential local and global audience.


In addition to free storage, the e-Commons provides Mount scholars with an open access platform for disseminating their research. Depositing your work in the e-Commons complies with the requirements for open access publication of work supported by Tri-Agency funding (CIHR, NSERC, SSHRC).


If you would like to deposit your work in the e-Commons, or you have any questions about institutional repositories, copyright, or open scholarship, please contact the MSVU Library & Archives.


 

Communities in DSpace

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Recent Submissions

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Examining the Impacts of Mindfulness Martial Arts Intervention On Neural Indices of Auditory Selective Attention In Youth With ADHD
(Mount Saint Vincent University, 2024-11-15) McGuire, Kjersti
Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder. Although mindfulness interventions may minimize attention difficulties in some individuals with ADHD, few studies have examined whether mindfulness impacts neurophysiological indices of attention. The present study examined whether mindfulness impacts neural indices, parent reports of symptom severity, and task performance markers of auditory selective attention in youth with ADHD. A sample of 39 youth receiving treatment and 27 waitlisted controls completed an auditory selective attention task while EEG was recorded. Evoked activity, task performance, and symptom severity data were collected and analysed. Significant changes in early attentional neurophysiological responses were found for the intervention group. There were no significant findings in relation to symptom severity or task performance. Results suggest that treatment impacts neural responses of early sensory processing. Findings offer methodological support for using neurophysiological measures when examining gains of mindfulness intervention.
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Constrained and Contested: Nova Scotia Teachers’ Experiences of Teaching Mi’kmaw Studies 11
(Mount Saint Vincent University, 2024-11) Legge, Susan
The Truth and Reconciliation Report’s 94 Calls to Action requested that Canadian schools create mandatory, age-appropriate curriculum “on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada” (TRC, 2015, p. 7), with the outcome to be the “building [of] student capacity for intercultural understanding, empathy, and mutual respect” (TRC Truth, 2015, p. 7). Mi’kmaw Studies 11, a course offered to grade 11 students in Nova Scotia as an option for fulfilling the Canadian history component of the high school diploma, appears well positioned to respond to these specific Calls to Action, and this project explores the course through the experiences of the teachers leading the learning. The overarching question of this research is “What is it like to teach Mi’kmaw Studies 11, a course that is purposively created as a tool for reconciliation in a settler colonial school system, in a public high school in Nova Scotia?” The methodology for the research is transcendental phenomenology, as described by Moustakas (1994) in his Phenomenological Research Methods. Phenomenology is a study of lived experiences that explore a recollected moment through the descriptive telling of the person whose experience is being studied. This study reflects the lived experiences of six teachers of Mi’kmaw Studies 11. They spoke about course material, pedagogical choices, students, the support (or lack thereof) from administrators, centres for education and the community, and the concepts and actions that come into play when one is teaching about a living culture from (mostly) the outside. Listening to the lived experiences of the six teachers is an opportunity for all the stakeholders involved with education working toward reconciliation to consider what is happening in those classrooms.
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Older Adults and Storytelling – a Lifelong Learning Exploration
(Mount Saint Vincent Univerity, 2024-09) Thompson, Xandie
We make use of stories every day to express our feelings, to share experiences and traditions, and to help teach others. Across the world, there is a long and diverse history of storytelling, but its power has diminished in the modern and Westernized world. This research focuses on the stories that older adults tell people in their community, within the Halifax Regional Municipality in Nova Scotia. It focuses on people between the ages of 65 and 85. This study highlights the stories that older adults tell and explores what these stories entail, the intention of sharing these stories, where they are told and to whom. This research makes use of storytelling methodology. People are storytelling beings who, individually and socially, live storied lives. Storytelling methodology allows for research to be conducted in more inclusive and diverse ways. Additionally, stories can give us access to complex feelings, behavior, and traditions. The main research question is, what stories do older adults tell to convey their culture to others? Resonant themes include stories as learning opportunities, stories as social connectedness, stories as sharing lived experiences, stories as entertainment, and stories about meaningful things. This research highlights the importance of storytelling as informal learning and the role of older adults in communities.
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Exploring Trust Between Parent Influencers and Parent Audiences on Social Media
(Mount Saint Vincent University, 2024-09) Osei-Essah, Janice
A trend within the current digital landscape is the rise of social media influencers— individuals who have cultivated significant followings by sharing various forms of content. Among these influencers, parenting influencers have gained notable footing, focusing on discussing topics relevant to parents in the form of parenting advice and support. Influencers achieve this through a blend of sharing and parenting, which describes how parent influencers utilize social media to disclose aspects of their daily lives and parenting experiences while educating their audience. Based on Sztompka’s (1999) framework of trustworthiness, this study explores how parenting influencers establish, maintain and convey trustworthiness on social media platforms with their audiences. Using a digital netnography approach as method and Instagram as platform, the findings of this qualitative study were grouped according to themes related to three dimensions of the framework of trustworthiness. That is, performance (education and credentials; commitment and consistency), reputation (peer -to-peer cross promotion; testimonials) and appearance (relatability and authenticity). Future research can explore trust- building strategies from both the influencer and audience perspectives and across diverse influencer types and platforms to address existing gaps and further enrich the understanding of trust in social media contexts.