George Arvola (1948-2016) was a guitarist and music teacher. He created his own series of guitar method books entitled Guitar Fundamentals. Volumes 2-5 of this series are based on approximately 600 pages of music manuscript by Tony Bradan (1913-1999) entitled A Learning Process for Playing the Guitar, which Tony entrusted to George. These books outline a process by which serious, dedicated students can gain:the ability to read standard notation for guitar, skill in applying efficient pick control and left hand fingering, an intimate knowledge of the guitar fretboard and flexibility in finding efficient fingerings for melodies, scales, triads, arpeggios and 3- and 4-part chords in real time, the ability to play accompaniment, the ability to play 4-part harmony, chord resolutions and voice movement, and the basics of improvisation. We are preserving this guitar method online in the hope that present and future generations of guitarists will benefit from the innovative approaches within.

George Arvola (1948-2016) was a guitarist and music teacher. He created his own series of guitar method books entitled Guitar Fundamentals. Volumes 2-5 of this series are based on approximately 600 pages of music manuscript by Tony Bradan (1913-1999) entitled A Learning Process for Playing the Guitar, which Tony entrusted to George. These books outline a process by which serious, dedicated students can gain:the ability to read standard notation for guitar, skill in applying efficient pick control and left hand fingering, an intimate knowledge of the guitar fretboard and flexibility in finding efficient fingerings for melodies, scales, triads, arpeggios and 3- and 4-part chords in real time, the ability to play accompaniment, the ability to play 4-part harmony, chord resolutions and voice movement, and the basics of improvisation. We are preserving this guitar method online in the hope that present and future generations of guitarists will benefit from the innovative approaches within.

This open textbook is designed primarily for teacher candidates in Queen’s University’s Faculty of Education enrolled FOUN 102: Historical and Philosophical Foundations of Education. By using this open textbook to support learning in the course, we hope to free students from the costs of textbooks (and of the challenge of receiving textbooks in the midst of this global pandemic) and create a space that permits bounded exploration of what it means to think, live, and breathe philosophy and history in the multiverse that is education. This open textbook is supported financially by a grant made available by Open Library Services at the Queen’s University Library.

This first series of modules for this program will include the development of our initial 12 modules to help faculty members within the health professions and will be made free to the world. Each module will push the participants to learn through application new concepts to their immediate current healthcare and health professions education contexts.

The Indigenous Histories and Reconciliation course provides an approach for post-secondary institutions to adapt as they fulfill commitments in the Truth and Reconciliation Commission Calls to Action. The course is comprised of seven modules based on the grandfather teachings: love, respect, honesty, humility, bravery, truth, and wisdom. The modules include curricula, interactive and reflective activities, and assessments. It supports individual people in their own journeys toward reconciliation because of the deep reflective activities it has. In addition, through historical information and personal stories, it allows participants to confront the truth of Canada's past.

Long Description:
Storytelling practices have been used for millennia as an educational tool for passing knowledge from one generation to the next. (Woodhouse, 2011). This collection offers a series of digital storytelling vignettes that briefly explain topics related to the Indigenous business environment in Canada. The video series contains interview content from Indigenous business leaders from across the country and highlights both the obstacles and successes of those professionals. Contributors explore their relationships with governments, corporations, and other non-Indigenous institutions while conducting their business activities.

The efficacy of storytelling can be seen in contemporary education settings where student engagement, achievement, and motivation are all enhanced when digital storytelling technologies are integrated into classroom pedagogy (Smeda, Dakich, & Sharda, 2014). The Indigenous Lifeways in Canadian Business project employs digital storytelling as an Open Educational Resource video series to deliver content about Indigenous business issues in Canada. Instructors can easily integrate any of the digital Indigenous content videos within the curriculum of their courses as needed. This instructor guide contains a listing of all the videos in the series along with descriptions of what each of the videos contains.

It isn’t always easy for instructors to incorporate Indigenous content into their courses as they strive to meet the Calls to Action that emerged from the Truth and Reconciliation’s Report in 2015. Indigenous-centric curricula in mainstream programs is scarce in post-secondary institutions (Brown, Doucette, & Tulk, 2016). This series introduces important business topics impacting Indigenous students, entrepreneurs, and business leaders in Canada by connecting users to their stories. End-users can link to one or more of the videos, embed the material into their course websites, or download a video to use offline. End-users cannot, however, make any derivatives of the video material.”

References

Brown, K. G., Doucette, M. B., & Tulk, J. E. (Eds). (2016). Indigenous business in Canada: Principles and practices. Cape Breton University Press.

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 1-21.

Truth, & Reconciliation Commission of Canada. (2015). Canada’s Residential Schools: The Final Report of the Truth and Reconciliation Commission of Canada (Vol. 1). McGill-Queen’s Press-MQUP.

Woodhouse, H. (2011). Storytelling in university education: Emotion, teachable moments, and the value of life. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 45(3), 211-238.

Word Count: 4594

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Long Description:
Storytelling practices have been used for millennia as an educational tool for passing knowledge from one generation to the next. (Woodhouse, 2011). This collection offers a series of digital storytelling vignettes that briefly explain topics related to the Indigenous business environment in Canada. The video series contains interview content from Indigenous business leaders from across the country and highlights both the obstacles and successes of those professionals. Contributors explore their relationships with governments, corporations, and other non-Indigenous institutions while conducting their business activities.

The efficacy of storytelling can be seen in contemporary education settings where student engagement, achievement, and motivation are all enhanced when digital storytelling technologies are integrated into classroom pedagogy (Smeda, Dakich, & Sharda, 2014). The Indigenous Lifeways in Canadian Business project employs digital storytelling as an Open Educational Resource video series to deliver content about Indigenous business issues in Canada. Instructors can easily integrate any of the digital Indigenous content videos within the curriculum of their courses as needed. This instructor guide contains a listing of all the videos in the series along with descriptions of what each of the videos contains.

It isn’t always easy for instructors to incorporate Indigenous content into their courses as they strive to meet the Calls to Action that emerged from the Truth and Reconciliation’s Report in 2015. Indigenous-centric curricula in mainstream programs is scarce in post-secondary institutions (Brown, Doucette, & Tulk, 2016). This series introduces important business topics impacting Indigenous students, entrepreneurs, and business leaders in Canada by connecting users to their stories. End-users can link to one or more of the videos, embed the material into their course websites, or download a video to use offline. End-users cannot, however, make any derivatives of the video material.”

References

Brown, K. G., Doucette, M. B., & Tulk, J. E. (Eds). (2016). Indigenous business in Canada: Principles and practices. Cape Breton University Press.

Smeda, N., Dakich, E., & Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(1), 1-21.

Truth, & Reconciliation Commission of Canada. (2015). Canada’s Residential Schools: The Final Report of the Truth and Reconciliation Commission of Canada (Vol. 1). McGill-Queen’s Press-MQUP.

Woodhouse, H. (2011). Storytelling in university education: Emotion, teachable moments, and the value of life. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 45(3), 211-238.

Word Count: 4598

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This course was developed to address how Indigenous People and their matters are portrayed within the media. This introductory course examines the roots of Indigenous Peoples in Canada and the development of the colonial narrative that perpetuates misinformation, racism, and stereotypes that impacts Indigenous communities. It offers a critical discussion of Indigenous People and the relationship between media, settlers, and the path towards reconciliation.

This online course centers Anishinaabe Gikendaasowin - Anishinaabe Knowledge - by using Anishinaabe songs and stories to support learners in their journey of understanding fundamental concepts in relation to language revitalization and resurgence. The course begins by inquiring into the history of Anishinaabemowin (the Ojibwe language) and forming a beginner`s comprehension of introductory language skills in Anishinaabemowin. Learners will explore their role in maintaining the Anishinaabe stories and songs shared throughout the course. Learners will also build the capacity to engage with knowledge keepers and elders to support the ongoing resurgence of Anishinaabemowin within their respective fields.

In this course, students will explore Indigenous education and current teaching practices, in order to bring real life examples of how we can incorporate Indigenous teaching and learning into the classroom – and feel comfortable doing so. Whether or not you are an Indigenous teacher, it is imperative that we do this work together, so that all learners are provided with access to Indigenous histories and worldviews. By the end of the course, learners will identify their own goals as educators and assemble a teaching portfolio that engages with Indigenous teaching and learning practices.

This 12-week course is designed for a maximum enrolment of 60 graduate-level students with social work related and public health related academic backgrounds. It is meant to be offered once per year, in the Spring semester of the academic calendar. This aligns with the seasonal teachings provided by the Indigenous Advisory Circle that are reflected throughout the seed cycle that frames the course.

This course explores assessments in post-secondary online studies using a decolonizing approach to education and student success. In this five-module course, participants will critically engage with and adapt e-learning assessment strategies for use in their classrooms. Each module contributes to a cumulative understanding of how Indigenous pedagogies are operationalized and employed to effectively assess students, encourage intellectual self-determination, and support learner flourishing.

Welcome to Information Systems for Business and Beyond. In this book, you will be introduced to the concept of information systems, their use in business, and the larger impact they are having on our world.

These are interactive activities that are based on the OpenStax textbook on Anatomy and Physiology. The majority of definitions have been incorporated into dialogue cards. And the majority of diagrams have been made into interative drag and drop with MCQ and other question types.

This reformation will present readers a view of interdisciplinarity and the foundational components that have been present throughout human history. You might ask, why is there a problem with interdisciplinarity now? What this book outlines are the questionable and potentially, malevolent ideals that have been pervasive in our society that go against the forms of logic and reason. This will be a catalyst towards a reform for epistemological connections in logic, ethics and emotion that relate to us as autonomous individuals that impact our learning, life, and society.

"Into the Light: Living Histories of Oppression and Education in Ontario" is a new online course that addresses learning challenges in decolonization, anti-racism, and accessibility in educational institutions. The project also addresses histories of Ontario educational institutions producing and disseminating oppressive knowledge and traces those histories to present day inequities and works to counter them.

For use with BUS1146 Introduction to Business Management (Cambrian College)

Word Count: 77130

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This textbook emphasizes connections between theory and application, making physics concepts interesting and accessible to students while maintaining the mathematical rigour inherent in the subject. Frequent, strong examples focus on how to approach a problem, how to work with the equations, and how to check and generalize the result.

This guide acts as a preliminary resource for instructors and other faculty seeking to incorporate equitable practices into their pedagogy for their undergraduate classes. As such, this short text includes information about accessibility, pronouns and trans-inclusive classrooms, anti-racist pedagogy, and more.

This pressbook is an Introduction to Infection Prevention and Control Practices for the Interprofessional Learner.