Catalog

Bumble bees of Unama’ki: A Guide to Becoming a Buzzing Naturalist is an online guide targeted at the young and the young at heart naturalist that is interested in learning more about bumble bees in Cape Breton. Throughout this online Guide, you’ll learn about bumble bee life cycles, anatomy structure, identification, threats, and more. Dive in and flip through pages of bee-utiful bumble bee photographs, terrible bee jokes, and endless bee puns. Test your knowledge with interactive quizzes and find out how to get involved in bumble bee conservation efforts.

Building Relationships With Business Communication is aimed at first-year students of Commerce. The book presents material adapted from various open access textbooks including Business Communication for Success [Author removed at request of original publisher]; ; Business Presentation Skills by Lucinda Atwood and Christian Westin; Professional Communications by Jordan Smith, Melissa Ashman, eCampusOntario, Brian Dunphy, Andrew Stracuzzi; and APA Style Citation Tutorial by Sarah Adams and Debbie Feisst. This material is supplemented with new material on personal and social identity; rhetorical listening; visual rhetoric; analytical report writing; inclusive language; storytelling; and territorial Land Acknowledgments. The principles of justice, equity, diversity, and inclusion are woven throughout the textbook. Interactive H5P content enhances the student experience.

Part I includes chapters on developing business relationships. The first two chapters explain the importance of effective business communication and the responsibilities the students will have as business communicators.  Next, students consider the ways in which the communication context, the purpose of the message, the audience for the communication, and the channel of communication impact their writing or presenting strategy. The final chapter of Part 1 considers the importance of inclusive language in developing and maintaining business relationships.

Part 2 presents tools for effective communication and primarily focuses on rhetoric. Rhetorical listening and visual rhetoric are often overlooked elements of persuasion. These strategies are discussed as well as the classical rhetorical strategies of logos, ethos, and pathos.

Part 3 focuses on preparing and delivering business presentations. This section addresses speech anxiety, ways to alleviate this anxiety through clear presentation structures, and the importance of storytelling in engaging an audience.

Part 4 concerns written forms of communication including email, memos, letters, and reports. Techniques to develop and maintain a positive audience relationship are addressed throughout. An additional resource on APA Style referencing is provided in Part 5.

INSTRUCTORS: If you adopt Building Relationships with Business Communication in part or in whole, as a core or supplemental resource, please report your adoption to https://forms.office.com/r/MDgAuHisSP. Thank you!

After working through the Academic Integrity pressbook, students will be able to explain the six fundamental values of academic integrity, identify unethical academic behaviours, and will be familiar with the university’s policy and procedures for academic integrity violations. They will have developed an understanding of plagiarism as a form of misrepresentation, will be able to describe how citations work and will be aware of quoting and paraphrasing properly. Students will be able to explain the university services available to them if they need assistance with their work.

Original version attribution to:

Academic Integrity by Ulrike Kestler. Licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Chapters cover developing research questions, understanding types of sources, searching for information, evaluating sources, and avoiding plagiarism. Each chapter includes self-quizzes and activities to reinforce core concepts and help you apply them.

Original version attribution to: Ulrike Kestler. Revised version by: Donnie Calabrese, Emma Russell, Jasmine Hoover and Tammy Byrne.

Purpose of this Resource

This resource guide is designed to help course developers plan the design of their online course from a student-centred perspective. It is a development guide, meaning that it will help you lay the foundation you need to find success with designing a course for an online context. It is meant to be used at the planning stage of the process, before you formally start your design. After working through the resource, you should have the foundational outline and plan you need to start developing a course in your learning management system.

Audience of this Resource

Its primary audience is faculty members who are designing and delivering their courses online. In addition, this resource is also available to online learning support staff who may use it to support their own institutional processes, including teaching and learning centre staff, instructional designers, graphic designers, and other professionals that support the development of online learning.

Using this Resource for Course Development

This resource is meant to be flexible for different uses. It can be used independently by a faculty member working on their own classes, or it can be adopted whole or in part to support institutional course development. It also is intended to be used by members of the Mount Saint Vincent University community as they develop online courses for our Teaching and Learning Centre.

This new edition builds on the strengths of the popular first edition, providing an interesting, practical discussion of the interrelationship between communication and the field of training and development.

Cànan tro Òrain is an open online Scottish Gaelic language educational resource for instructors. It is a compilation of language and culture lesson plans based on Gaelic song from a group of instructors. Teachers are encouraged to use these lessons and adapt them to their individual needs.

Cànan tro Òrain has a diverse array of lesson plans organized around Gaelic songs, some based on Canadian compositions and others on songs brought over from Scotland. Instructors may consult our finding guide to assess which lessons best support their teaching needs. Whether one is delivering a lesson to a group of beginners or advanced learners, to children or to adults, or if there is an interest in delivering a lesson inclusive of grammar instruction or Gaelic cultural elements, we anticipate there is a lesson to suit their needs.

The text within these chapters has been augmented with links for easy access to glossary terms, audio, video, worksheets, external websites, and other materials that will be helpful to successfully deliver lessons.

Lesson plans were authored by Robyn Carrigan, Sheena Geiger, Hannah Krebs, Suilbhidh Law, Shannon MacMullin, Raghnaid NicGaraidh, Robert Pringle, Heather Sparling, and Laura Stirling. It was edited by Ed MacDonell and Heather Sparling.