Chrysallis represents a transformative and emergent stage in the life cycle of a butterfly. With the right conditions over time, the egg becomes the larva which transforms to a cocoon and finally a beautiful butterfly ready to flutter its wings.
Conducting research involves
growth, adaptation, evolution, patience and strength as we journey through many challenges in search of solutions. The research cycle and process is similar to the evolution of a butterfly from an egg. It is transformative and eventually leads to a great discovery, product, patent or methodology capable of improving many sectors of life. This research cycle, often strengthens us as individuals and prepares us for the world of academia as well as other careers. Chrysallis Research Magazine is here to bring research to our local, regional and international communities so that individuals can gain knowledge and ideas for educational and practical purposes. The magazine was conceptualized after listening to Miss Virgil Bideau's MPhil seminar on fibroids in the Department of Biological and Chemical Sciences Seminar series, Semester II, 2014-2015, and further developed in a WhatsApp group chat with research students at The University of the West Indies, Cave Hill Campus. From the chat, it was the consensus that many of us carry out interesting research in many different areas and that our work remains undiscovered by most of the campus population and our Caribbean communities. In fact, unless individuals read the journals in which we publish our work, or attend our seminar/class presentations, our research remains inaccessible especially to those who would stand to benefit most. As a result of our discussions, we decided to start this magazine to highlight our research endeavours through an online medium thereby making it accessible to individuals locally, regionally and internationally. Our first issue developed under the theme: 'Awakening a passion: transitioning to a research culture' is intended to share various types of research currently in progress or completed by students and faculty across all campuses of The University of the West Indies. From the Cave Hill Campus, readers can look forward to completed research on literacies in the third space and family functioning as it relates to academic success. Ongoing research topics include human security in Barbados, E-commerce in Trinidad and Tobago, the Caribbean Primary Exit Assessment (CPEA) in Grenada, uterine fibroids and health equity research in the region. From the Mona, St. Augustine and Open Campus, we have research on antipsychotic therapy in the management of male Cannabis users, a
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~
personal
~
completion times in research course rooms.
~
conference experiences, special advice to students and faculty research developments.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
reflection
of
a
mother
pursuing
graduate
studies,
and
attrition
rates
and
The magazine will also share contributors'
We invite you to read this captivating first issue and to follow us online. Our second issue will be released in Semester 11 of the 2015-2016 academic year under the same theme.
Special
thanks to all team members (past and present) for making this magazine a reality, especially our newest member Mr. Michael Mayers for working on the layout under a very short timeframe. In addition, special thanks to friends and supporters of the magazine, especially Mr. Brendon Duncan and Mr. Christopher Millar for assistance with some of the graphics. We look forward to your feedback as this magazine is solely produced by postgraduate students and is a work in progress.
Follow us on:
Chrysallisresearchmagazine
@Chrysallisresearchmagazine
@ChrysallisRM
Published By: Chrysallis Research Magazine Faculty of Science and Technology The University of the West Indies Cave Hill Campus P.O. Box 64 Bridgetown, Barbados, 8811000
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
Table of Contents COMMENTS FROM DEPUTY DEANS ............................................................................................................ 1 Faculty of Humanities & Education .............................................................................................................. 2 Faculty of Medical Sciences ........................................................................................................................ 3 Faculty of Social Sciences .......................................................................................................................... 4 Faculty of Science & Technology ................................................................................................................. 5
COMPLETED RESEARCH: OUR RECENT GRADUATES ................................................................................ 6 Constructing A Third Space: Integrating Students' Out-Of-School Literacies Into A Secondary School Writing Course ............................................................................................................ 7 Family Functioning and Adolescent Academic Success among Sixth Form and Community College students in Barbados and St. Lucia ............................................................................. 10
FEATURED PIECES ................................................................................................................................... 13 A Note of Advice for the New Graduate Student ..........................................................................................14 Part One - Conferencing, Preparation to Arrival: Running the Race of Research ......................................... 17 Tips for Presentations . ... ... .. ... ... ... ... ... ... ... ... ... .. ... ... ... .. . ... ... ... ... .. ... ... ... ... ... ... ... ... ... .. ... ... ... ... ... ... ... ... .. ... ... .. 20
STUDENTS' RESEARCH ............................................................................................................................ 24 A Formative Evaluation of the Internal Component of the Caribbean Primary Exit Assessment (CPEA) in Grenada ................................................................................................................. 25 The Legal Framework for E-commerce in Trinidad & Tobago ....................................................................... 29 Opportunities for Health Equities Research in the Caribbean ..................................................................... 32 Uterine Fibroids Targeting the Silent Epidemic at the Molecular Level .........................................................35 Human Security for Barbados .................................................................................................................... 37 THE SISTER CAMPUSES ........................................................................................................................... 39 Assessment of Anti psychotic Therapy in the Management of Male Cannabis Users with Psychotic Episodes Presenting to the University Hospital of the West Indies ............................ 40 How Research Fits Into My Life .................................................................................................................. 43
Table of Contents Addressing High Attrition Rates and Long Completion Times through Research Course Rooms . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 46
CONFERENCES ...................................................................................................................................... 50 Part Two: My Society for Molecular Biology and Evolution Annual Conference Experience, Vienna, Austria .............................................................................................. 51 Beyond The Poster and Oral Presentations of the American Society of Horticultural Science Conference, New Orleans ................................................................................. 53 FACULTY RESEARCH ............................................................................................................................. 56
Revitalization of Science Research at The UWI Cave Hill .................................................................... 57 A PhD! What on Earth Were You Thinking? .......................................................................................... 59 Clean Energy Research at Cave Hill ...................................................................................................... 62
Dr. Korah Belgrave Deputy Dean (Outreach and Research) korah.belgrave@cavehill.uwi.edu In the Humanities, we are presently trying to build a research
We appreciate that language undergirds everything we do and, as a result, we have quite a few persons working in the area of Applied Linguistics who are examining the differences between the language varieties of each Caribbean country. This requires the development of successful methods of teaching and learning in the context of each country's linguistic differences and similarities.
Additionally, we are examining gender differences in learning and how to better
teach males in order to encourage their successful development. We hope to develop a Language Bureau, new programmes in Communication Studies and Social Media in the Caribbean, Translation Studies and English as a Second Language (ESL). special faculty in that it is at the core of other disciplines.
The Humanities Faculty is a
Persons can build on and explore
new areas as a result of the humanities foundation and this can lead to regional advancement.
Research Day 2014 Posters (Photo courtesy of Office of Public Information UWI, Cave Hill)
Chrysallis Research Magazine I Page 2
Comments on Research at the Faculty of Medical Sciences, UWI, Cave Hill Dr. Alok Kumar Coordinator of Doctorate of Medicine Courses alok.kumar@cavehill.uwi.edu The Faculty of Medical Science (FMS) has always been at the forefront of research. The Chronic Disease Research Center (CDRC) has spearheaded research into many of the chronic non-communicable diseases in Barbados. The faculty members and associate faculty members of the Queen Elizabeth Hospital, outside of the CDRC, have long been actively involved in research in areas of clinical medicine that are important and relevant to the medical care of the Barbadian people. Emerging infectious diseases such as HIV, dengue, hantavirus, chikungunya and other viral diseases have been one of the major areas of research by faculty members in the clinical side of medicine. The output from the research in the FMS forms a significant proportion of the presentations at the annual research meeting of the regional public health body - the Caribbean Public Health Agency (CARPHA) and results in numerous publications in regional and international peer reviewed medical journals every year. The Faculty has a number of well-established, high profile researchers. With the increasing emphasis on quality research in the faculty, better mentoring and support of our young researchers, it is seen as an emerging hub for research of a high standard in the areas unique to our population. There is an increasing emphasis on good quality research output from the DM graduates in the faculty. These will not only provide better and more evidence based solutions to our local health problems but also develop an increasing body Research Day 2014 Posters (Photo courtesy of Office of Public Information UWI , Cave Hill)
of medical literature of local, regional and international importance providing a better understanding of diseases.
In the coming years, an increase in the number of high quality presentations at regional and international conferences, as well as, publications in peer reviewed journals would go a long way in strengthening the credibility of UWI among international academic and research institutions. With the continuing emphasis on quality research in the areas relevant to local medical issues, UWI is seen to play an increasingly important role in the shaping of local and regional health policies and in the planning of our response to the local and regional emerging public health problems.
Chrysallis Research Magazine I Page 3
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Dr. Wendy Grenade Deputy Dean (Outreach) wendy.grenade@cavehill.uwi.edu UWI is a central pillar of Caribbean development. Through its intellectual
multi-disciplinary faculty that acts as a rich reservoir for research on the critical issues that affect the Caribbean's development. The faculty promotes a research culture and values its research students. Through a wide range of Taught Masters Programmes the Faculty also invests in building human capacity within Barbados, throughout the region and beyond. The Faculty of Social Sciences congratulates the Graduate Student body for its initiative to launch a Graduate Student Magazine. It is our hope that this magazine will contribute positively to fostering a rigorous, dynamic research culture at the Cave Hill Campus of The UWI.
Research Day 2014 Round Table Discussion (Photo courtesy of Office of Public Information UWI , Cave Hill)
INNOVATION & SOCIAL CHAN.
Research Day 2014 Posters (Photo courtesy of Office of Public Information UWI , Cave Hill)
Chrysallis Research Magazine I Page 4
Comments on how the Faculty of Science & Technology is Contributing to the Research Community
~ ~ ~
Dr. Jeanese Badenock Deputy Dean (Outreach and Research) j eanese.badenock@cavehill. uwi.ed u
In a world where laptops, tablets, apps and social media are
mainstays
~
and lengthy dialogues on energy, conservation, food security, health, , transport and defence are common, do we dare ask why we need science? Here at Cave Hill, the Faculty of Science and Technology is a potpourri of researchers engaged in vibrant pursuit of discovery and innovation in Biological Sciences, Chemistry, Computer Science, Electronics, Environmental Studies, Meteorology, Mathematics and Physics. Our mission
~ ~ ~
necessitates an intersection with industry and government as we strive to identify viable solutions ~
to Caribbean problems. Some of the more notable research foci include costal reef management ~. (the Sargassum threat), invertebrate biology (the Giant African Snail), renewable energy, sea turtle
~
conservation, biofuel production, plant disease, soil fertility and water analysis and management. ~
Intertwined with these applied areas is pure research into areas such as algorithms, computational ~. chemistry, statistics, synthesis, and theoretical physics.
Our scientists have collaborations
~
with major global institutions and consult for regional and international governments and ~
organisations. The training and mentoring of future scientists is also fundamental to our vision and ~. consequently undergraduate and graduate researchers are a critical part of our research family.
J Research in the Community 2015 at Jubilee Gardens (Photo courtesy of Office of Public Information UWI, Cave Hill)
UWI Graduate Fair 2014 at 3Ws Oval (Photo courtesy of Office of Public Information UWI, Cave Hill)
Chrysallis Research Magazine I Page 5
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COMPLETED RESEARCH: OUR RECENT GRADUATES About The Authors Faculty of Humanities and Education Pauline Millar holds a PhD in Education, MPhil in Education, BEd (Hons) in Language Arts and Erdiston Teacher's Certificate. Her PhD was supervised by Dr. S. Joel Warrican, Director Academic Programming and Delivery, The UWI, Open Campus. Dr Millar is an educator with twenty-eight years of experience. Nicora Shekera Stubbs holds a PhD in Educational Psychology, an MSc in Counselling Psychology and a BEd in Primary Education. Her PhD was supervised by Dr. Donna-Maria Maynard. Dr. Stubbs is presently a School Psychologist at the Ministry of Education in the Bahamas.
Refer to these references for more details on the authors' work: Milla~ P. & Warrican., S.J. {2015). Constructing a Third Space: Positioning Students-' Out-of-School literacies in the Classroom. In P. Smith & A.Kumi-Yeboah (Eds). Handbook of Research On Cross-Cultural Approaches to language and literacy Development {87-117). Hershey., PA: /GI Global Stubbs., N. {2015). Family Functioning and Academic Self-Efficacy among Sixth Form and Community College Students in Barbados and St. Lucia. The International Journal of learning in Higher Education., Volume 22., Issue 4., pp.35-48.
Methodology
Introduction Students' social and literate interactions are
This study comprised a two-tier design
~ ~
~
becoming increasingly multimodal as they are
which entailed a situational analysis and ~
mediated through technology which links them
follow-up
to music, movies, images and cross-cultural
which emerged from the first phase.
information.
the study encompassed an assessment of ~.
However, the passion displayed
intervention
informed
by
data
~
Thus,
~
by the youth for social media, online reading
the out-of-school literacies of 162 public
~
and
secondary students, the exploration of the
~
digital
communications
by
some
as
of
traditional
a
threat to
is
the
acquisition
teachers and the monitoring of the course of
educators acknowledge that contemporary
action required to promote students' written
technologies
acquisition
expression through a blend of academic and
of alphabetic literacy, they are concerned
technologically based forms of literacy to
that exposure to print may be completely
create a third space pedagogy with a class
eclipsed
interactions.
of ten fourteen year old secondary students.
Moreover, they are also intimidated by their
Data were collected using mixed methods
by
literacy.
departmental Discourses of three English ~.
While
may
based
regarded
support the
technological
own lack of facility or familiarity with the
including
purposes
completion of a course of work collaboratively
for which
various
technological
a
survey,
interviews
and
the
devices may be employed. Prensky (2001)
developed with students.
has referred to this as the divide between
inferential statistics were used to report on
"digital
the survey.
natives"
and
"digital
immigrants"
Descriptive and
Interviews were analyzed using
or those who are secure in their use of
discourse analysis, while the interactions
technology and those who are not.
It is this
in third space were examined through the
considerable resistance and misunderstanding
students' writing and their evaluation of the
concerning traditional versus contemporary
course. I traced the development of students
literacies,
as writers, explored their projection of identity
which
in
conducting
an
approach
stimulated an to
my
interest
investigation bridge
this
into
by means of language and observed the
divide.
impact of technology on their work. The data arising from the sources indicated, provided answers to the following research questions Chrysallis Research Magazine I Page 7
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~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Constructing A Third Space: Integrating Students' Out-Of-School Literacies Into A Secondary School Writing Course address
which guided the overall project: 1. What are
the
literate
behaviours
of
of
identity
worlds
adolescents? 2. What are the teacher discourses which
literacy of
as
an
formation students
essential within
the
(Moje,
aspect social 2008).
Summary of Findings
may impact on the development of third space?
Students
3. What are the processes in developing third space linkages to literacies in school-based English classes?
The survey confirmed widespread access to the computer by students (92.6%). Students also reported that they were reading either
4. How can students' funds of knowledge
books or digital material (63%) and indicated
be used to develop third space linkages to
a positive attitude towards reading (86%). For
literacies in school-based English classes?
76.2% of students, Facebook was an important aspect of their regular online interactions.
Undergirding
this
participatory
action
research investigation were the notions of third space, multiliteracies and discourses. Within the context of this research, third space refers to a classroom blend of contemporary and
traditional
literacy
(Bhabha,
1994;
Gutierrez, Rymes & Larson 1995; Soja 1996). The New London Group (1996) proposes that socio-linguistic and technological changes in
Teachers Teachers felt that considerable demands were being made of them which were beyond their ability to manage.
Timetabling issues
witnessed limited or missed opportunities for the use of technology while teacher professional isolation reinforced a fatalistic or resigned attitude towards the vernacular.
communication have influenced the various ways of making meaning. Within this context,
The Classroom
the New London Group (1996) argues for a more all encompassing approach to the teaching of literacy. Discourses (Gee, 2005) examine the ways in which individuals and groups create social reality. In this regard, Gee (2000, 2005) observes that literacy is a sublanguage employed to create, support and negotiate identity within a social context. These
factors
suggest
adolescent literacy
that
pedagogy
Caribbean is
ripe for
renewal and transformation as it seeks to
The
classroom
intervention
highlighted
the need for a collaborative and participatory climate which reinforced the role of literacy in the formation of adolescent identity. Moje, Luke, Davies & Street (2009) have argued that identity as developed through literacy, is contextual, multiplex, socially, spatially and chronologically located. Indeed, in the case of this study, the critical features of voice and stance projected the literate selfhood through Chrysallis Research Magazine I Page 8
Constructing A Third Space: Integrating Students' Out-Of-School Literacies Into A Secondary School Writing Course textual and media forms. This was supported by
means
of
a
"grammar
amnesty"
to
reduce
students'
internal
monitoring of language (Krashen, 2003) and to encourage self-expression.
require
courage
and
.
.
•
a
reduced focus on grammar and mechanics intended
will
References Bhabha, H. (1994).
The location of culture.
Abingdon, Oxon, UK: Routledge
Within this
third space, students' writing was multivocal, heteroglossic and performative (Kress, Jewett & Tsatrellis, 2000) in similar ways to the social
Gee, J. (2000).
Teenagers in new times: A
new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43 (5), 412-423
networking sites enjoyed during students'
Gee, J (2005).
out-of-school
analysis: Theory and method. 2nd ed. London,
experience
experiences. was
Impediments
to
not be
However,
without addressed
the
challenges. were
the
slow internet connection speed, restricted access to online content, students' lack of skills with certain aspects of technology and outdated or malfunctioning equipment.
An introduction to discourse
UK: Routledge Gutierrez, K,
Rymes, B & Larson, J. (1995).
Script, counterscript, and underlife in the classroom: James Brown versus Brown v. Board of Education.
Harvard Educational
Review, 65 ( 3), 445-4 71
These findings imply that if the out-of-school literacies of students are to be used to promote and strengthen literacy instruction then teacher professional development will be
Krashen, S. (2003). Explorations in language acquisition
and
use.
Portsmouth,
NH
Heinemann
required. In various contexts, conceptualizing
Moje, E. (2008). Foregrounding the disciplines
third space and pursuing it as an everyday
in secondary literacy teaching and learning: A
instructional reality, promises to be complex,
call for change. Journal of Adolescent & Adult
demanding,
Literacy, 52 (2), 96-107.
nuanced
and
intense
work.
Prensky, M. (2001 ).
Conclusion
immigrants. On the Horizon, 9 (5), 1-6
Contemporary literacy instruction requires a
sharper pedagogical
vision
to
provide
focus for redefined roles and actions in the global
context
Digital natives, digital
of
burgeoning
Soja, E. (1996). Thirdspace: Journeys to Los Angeles and other real-and-imagined places. Oxford, UK: Blackwell Publishing
multimodal
expression. This will require the transformation
An excerpt of my work can be found in:
of the narrative which reinforces the inherent
Handbook of Research On Cross-Cultural Approaches to language and literacy Development {87-117). Hershe~ PA: /GI Global.
power issues of alphabetic literacy. As one of the teachers observed, "Those questions were really tough."
Sustaining this conversation
Chrysallis Research Magazine I Page 9
This in
study
examining
constructs,
applied the
several
family
however,
and
the
theories academic
main
theory
undergirding this research is structural family theory (SFT). Developed by Salvador Minuchin (1974), SFT employs a systemic approach to understanding family functioning with special academic performance on stardardised tests
emphasis on the patterns of interactions
overseen
Examinations
within and between subsystems and the family
Council (CXC) who has expressed recent
system as a whole. Two critical constructs
concern regarding the decline in regional
underlying SFT include family cohesion and
performance particularly in English Language
family adaptability. Family cohesion refers to
and Mathematics examinations (Caribbean
the degree of autonomy and bonding existing
Examinations Council, 2014). As a result,
within a family system; balanced cohesion
education systems have looked internally at
reflects healthy family functioning. Whereas,
initiatives geared to boosting teacher morale,
family adaptability describes a family's ability
curriculum reform, best practices and the like;
to reorganise its structure in response to
and from a student perspective, considering
changing circumstances and need (Becvar &
factors
and
Becvar, 2006). Well functioning families are
study habits to improve academic outcomes.
those who apply a balance of structure and
However, there are external factors like the
flexibility in the management and execution of
home environment, also impacting academic
household tasks.
by the Caribbean
such
as
student
motivation
success as confirmed by Johnson (2010).
The
status
of
family
functioning
and
Studies such as that of Annunziata, Hogue,
academic success were assessed among
Faw
the
adolescents ages 17 to 19 years in the sixth
significant positive effects of psychological
form and community college in Barbados
factors
and
and St. Lucia. Differences in adolescents'
family adaptability on academic outcomes.
academic self-efficacy, school engagement
Nevertheless, according to Baker (2006),
and academic performance were examined
there is paucity in the literature as it relates to
according to levels of family cohesion and
this phenomenon in the Caribbean.
family adaptability. The relationship between
and
Liddle including
(2006) family
have
shown
cohesion
Chrysallis Research Magazine I Page 10
Family Functioning and Adolescent Academic Success among Sixth Form and Community College Students in Barbados and St. Lucia family functioning and academic success was
and those in St. Lucia.
Multi-stage sampling was used to select the 523 participants.
role the family plays in adolescent academic ~.
The study employed a
development. It strengthens the research base
quantitative approach and utilised a survey
and provides empirical data that can inform
research design to examine perceptions of
policies and practices geared to improving
adolescents
the quality of family-life and education in the
concerning
family
functioning,
academic self-efficacy and school engagement. The
survey
instrument
consisted
of:
Caribbean.
the
Family Adaptability and Cohesion Evaluation Scale (Olson, Portner & Lavee, 1985), the Self-Efficacy for Learning Form (Zimmerman & Kitsantas, 2007) and the Student Engagement Instrument &
(Appleton,
Reschley,
from
school
Christenson,
2006).
Overall
records
measured
Kim
percentages academic
performance. Data analyses involved one-way analysis analysis,
of
variance,
linear
one-way multivariate
regression
and
multiple
regression tests. Results revealed that adolescents perceived their families as separated and structured, indicating less than ideal family functioning, according to structural family theory.
A
significant relationship was found between family functioning and academic success. Participants
from
~
This research offers insight on the critical ~
further investigated.
families
with
high
and
mid-range cohesion held significantly higher academic self-efficacy beliefs and indicated significantly higher school engagement than those from families with low cohesion.
Also,
adolescents from families with mid-range and low adaptability presented significantly higher academic performance scores than those from families with high adaptability. Results were generally similar for adolescents in Barbados Chrysallis Research Magazine I Page 11
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Zimmerman, B. J., & Kitsantas, A. (2007). Reliability and validity of the self-efficacy Annunziata, D., Hogue, A., Faw, L. & Liddle,
for learning form (SELF) scores of college
H. A. (2006). Family functioning and school
students.
success in at-risk inner-city adolescents.
157-163.
Journal
of
Psychology,
215(3),
Journal of Youth and Adolescence, 35(1 ), 105-113. Appleton, J., Christenson, S.,
Kim,
D.
&
An excerpt of my work can be found in: The
Reschly, A. (2006). Measuring cognitive and
International Journal of Learning in Higher
psychological engagement: Validation of the
Education, Volume 22, Issue 4, pp.35-48.
student engagement instrument. Journal of School Psychology, 44(3), 427-445. Baker, W. A. (2006). Family factors affecting adolescent self-image in Guyana. Loma Linda, CA: Loma Linda University. Becvar, D. &
Becvar, R.J. (2006). Family
therapy: a systemic integration (6th ed.). Boston, MA: Allyn and Bacon. Caribbean
Examinations
Council.
(2014).
Report on candidates work in the Caribbean Secondary Education Certificate Examination. St. Michael, Barbados: Caribbean Examinations Council. Minuchin, S. (1974). Families and family therapy. Cambridge, MA: Harvard University Press. Olson, D., Portner, J. & Lavee, Y. (1985). Faces Ill manual. Unpublished manuscript, University of Minnesota.
Chrysallis Research Magazine I Page 12
~~
Two years ago I started my tenure as a graduate studies student. I heard the horror
~ stories of other students and I was determined ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
that this would not be my story. These stories
• The requirements or work load expectations • Scheduling conflicts Once again the list goes on.
included issues such as: • Falling
behind
in
schedules
and
assignments, being late with submissions,
There are some valid issues in what were mentioned,
however,
students
should
be
certain that a graduate degree is what they
wasting time; not planning and preparing
want and expect that as this is a higher degree, • Getting caught up in the petty issues
a higher level of commitment and effort will be
• Not focusing on the task at hand • Not
researching
enough
required to achieve it. from
the
It is indeed true that the faculty and staff are not always without fault, however, as students
appropriate, currentjournals
it is in our interest to ensure that where The list is endless.
possible we take steps to mediate to minimize the effect of these problems.
It should be
When I spoke to some of the lecturers
noted that there will be other students who
found out further problems that I did not
suggest that the faculty should correct its own
consider, including and most importantly, not
issues and that it is not the responsibility of the
completing the programme. Apparently many
student. I take the opposite point of view, if the
students get frustrated by many things and do
end result is to get my degree, then everything
not complete their programme. I asked some
pertaining
lecturers, current students and past students
responsibility. Communication with the faculty
for possible reasons for this.
and staff is critical when ensuring that your
Some of the
reasons they gave were: • Organizational issues within the institution
to
that
end
result
is
my
interests are being addressed. This is not to say that I did not all falter at times into one or more of the categories that
• Limited resources from a literary research perspective • Changes in programme
make up the first list.
However, as a new
graduate student the following
are some
suggestions that may assist in avoiding the issues. Chrysallis Research Magazine I Page 14
~
• Read your students hand book, faculty
• Document everything, when you are given
book, code of principles and responsibilities,
a receipt for submission of work or anything ~
regulations hand book, thesis guide, and
else, file it and keep it for the duration of your ~.
EVERYTHING ABOUT PLAGIARISM.
programme. Either communicate via email or
There
are many rumors that can mislead the new student, there are even persons who mean well with their advice. However, some of them never started with the facts and therefore procedures that worked for them may not work for you.
Things change, get the facts
from a credible source for your year of entry
confirm conversations with an email. • Make
research
your
best
friend,
get
comfortable with it, learn the required citation style and stick with it, cite and reference everything that is not your original material. Learn how to find the appropriate journals, how to paraphrase and how to quote.
to the programme not theirs. • Balance your campus life and non-campus • Learn how to work in teams without getting
life.
caught up in the interpersonal conflicts. • Submission of assignments in the correct
All
graduate
degrees
require
a
final
form and on time is YOUR responsibility; do
paper, thesis or report for completion.
It is
not leave it to chance or to someone else,
very important that you find out everything
if required contact can be made with the
needed for the write up process early in your
lecturer or faculty office for clarification.
programme from a reliable source (e.g. your programme coordinator, supervisor, thesis
• Plan your use of time.
guide etc.). The faculty states that you should • Start projects early, if not you will run out of time.
get registration advice prior to registering and this is very important in this case as there are
• Participate in classes, meetings, workshops,
strict deadlines for submission based upon
group sessions etc. Ask questions when you
your registration date. Other important points
require clarification.
pertaining to your research include;
It is always better to
assume that if you do not understand, there are others who do not understand as well so rather than remain quiet, seek assistance from the qualified source.
• The research topic o How to choose a valid topic o Is the research material available or within the scope of you the student
Chrysallis Research Magazine I Page 15
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
• The research proposal o What are the requirements and deadlines o Supervision
requirements
and
expectations • The research paper o What are the requirements o How does the research paper differ from the research proposal o Plagiarism and how to check using Turnitin o Submission requirements such as I RB approval and deadlines • Answers for many of these questions can be found in the various documents found
on
the
universities
website
(http://www.cavehill.uwi.edu/gradstudies/cur rent-students/document-library.aspx)
and
any further clarification should be sought from your course or programme coordinator.
~
Some of the topics discussed above may
~
seem trivial, however these topics are a
~ great source of frustration for students and
~
::n:;:s::nth::::s:: e:~~~~;e~::s :::ea:~
~ reaching the finish line and giving up.
~ ~ ~ ~ ~ ~
Chrysallis Research Magazine I Page 16
After months or years of research, and very
your area of study.
limited contact with the outside world it is truly
an invaluable resource, connecting you to
a privilege to produce material that is sufficient
everything relevant and timely.
to be shared with scientific communities. This
searching for relevant societies to possibly
opportunity should not be taken for granted.
join, I discovered the Society for Molecular
Presenting at a conference was single handedly
Biology and Evolution (SMBE) and I was sold.
Whilst I was
the most fulfilling opportunity that I have had
A key aspect of preparation is noting
to represent The University of the West Indies,
and meeting deadlines, so timing is crucial,
Cave Hill campus, and it was a pleasure.
I
because, conferences have several deadlines!
believe the name and impact of The UWI
The SMBE 2015 annual meeting deadlines
increases exponentially with each researcher
offered me sufficient time to prepare, as such
who presents at a conference. I was elated to
I decided to go for it.
be able to introduce my work and The UWI to
believe is the abstract deadline, which ensures
the Society for Molecular Biology and Evolution
that you get your foot in the door. Give yourself
(SMBE). Finally, attending a conference allows
sufficient time to prepare your abstract and
researchers to be updated on current work
submit on time, since there are seldom second
in a very tangible way as well as to preview
chances.
The most important I
unpublished and budding findings.
Money Talks
ON YOUR MARK PREPARATION
Conferences are quite costly and as the average research student is unable to provide self-funding, it is important to seek financing.
Find the Best Fit for You Preparation is key! Once you have decided that you are ready to spread your wings and fly, it is important that you select your conference wisely. What are you looking for and how do you decide? Your supervisor is usually a good source of guidance, directing you to societies that hold annual meetings and conferences in
Fortunately, at The UWI, postgraduate students have access to the Campus Research Awards through The School of Graduate Studies and Research.
This affords us the opportunities
to apply for funding for many of our research needs including attending and at conferences.
presenting
This award application also
comes with a deadline and
Chrysallis Research Magazine I Page 17
~ ~ ~
~ ~
various
requirements,
so
preparation are again vital.
timing
and
However, I would encourage other researchers
can attest to
not to be daunted by the grandeur of some of
being a beneficiary of this award and for this, I
these meetings.
am eternally grateful.
beats a trial but a failure" were applicable, it is in this case.
Border Control When
My selection of the word
"Grandeur" was not for dramatic effect, it
travelling
internationally
~
imperative
~
requirements for your destination.
that
If ever the saying "Nothing
you
confirm
the
it
is
travel I was
~. travelling to Vienna, Austria and since I am a
~
citizen of the Commonwealth of Dominica, at
~
the time of my applications and preparation
~. I required a Schengen Visa.
was deliberately chosen because it is an apt description. The SMBE 2015 annual meeting was held in the Hofburg Imperial Palace, Vienna, Austria. Yes folks, it was in an actual palace and for your viewing pleasure here are a few pictures displaying said grandeur.
This meant
~
additional travel cost and application fees
~
associated with obtaining the visa at the
~. nearest embassy which was in St. Lucia.
~
Thankfully, my prayers were answered and the
~ OECS states received a Schengen visa waiver
~. just in time! However, as I am a precautious
~
~ ~ ~ ~
person I prepared a travel document package with the requirements that were still being instituted.
Travel
insurance,
proof
of
accommodation, conference documents, as well as the official visa waiver documents released
by
the
appropriate
The Hofburg Imperial Palace conference rooms.
But let us not put the carriage before the
embassies
horse. Yet another apt saying, since there was
indicating that Dominica had indeed been
no shortage of horse-drawn carriages around
~ added to the list of countries with visa waivers
the Hofburg or Vienna areas.
~. were all in my prepared package.
~
~ GET SET - ALMOST ~
GAME TIME
~
~ Go for It
~ ~
~
Initially I was a bit hesitant to apply to the SMBE 2015 because it was a very large society. Local horse-drawn carriage.
Chrysallis Research Magazine I Page 18
It's Not an Easy Road: Travelling and Arrival After several hours of flying and a six-hour
Scheduling Sessions Prior to the ~ Start of the Conference ~ Most
conferences
utilize
technology
time difference I was in the beautiful Vienna,
and have electronic copies of the schedule
Austria. I would advise that if possible arrive at
available prior to arrival.
least the evening before the commencement of
advisable that you take a look and select
the conference, especially when travelling to a
symposia,
different time zone. I would also recommend
presentations of interest before arriving at
packing one to two days of clothing in your
the conference. I'm fairly certain you are not
hand luggage, or master the art of "packing
expected to fully comprehend everything that
lightly".
is being discussed but whenever in doubt
plenary
talks
It is therefore and
poster
This was particularly useful for me since
it's a great idea to take notes to research
my luggage was delayed and I was jet lagged.
privately or engage in further discussion with
Needless to say I thanked God that I had time
the speakers during breaks. This also allows
prior to the start of the conference to deal with
for networking and exchange of contact
my travel woes so that the next morning I could
information among colleagues. If you feel so
begin my conference experience problem free
inclined the microphone is always open for a
and with fresh clothes on my back.
short period of questions as well.
I had specifically selected a hotel, which
So,
with
deadlines
met,
funding
was sufficiently near to the venue to minimize
received, travel accomplished, settled into
transportation costs. The first thing I will say
accommodation and having my schedule of
about Vienna is that it is surprisingly difficult
conference events planned, I anxiously awaited
to identify a palace. Why you may ask? This is
Day One.
because almost everything looks like a palace along the RingstraBe. Let us have a look. To be continued in Conferences: "Part Two: The Society for Molecular Biology and Evolution Annual Conference, Vienna, Austria ."
Buildings along the RingstraBe Vienna, Austria.
Chrysallis Research Magazine I Page 19
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
It may be a simple presentation within
Preparing Your Poster or Oral Presentation Ad Lib • The flow of your presentation should be
and if it is your first presentation as an
as follows: introduction, motivation, brief methodology,
academic ... oh dear! So you have been invited to present your
results
and
analysis,
and
conclusion.
research. How do you start? Add words and
o Your motivation and results should be the
some graphs to a slide? Talk ad lib? Hope
major sections of your presentation.
that the researcher who usually asks the tough
need to focus too much on literature review.
questions, better yet, that everyone in the
Chances are your audience already knows
audience is so speechless by your awesome
the theory and you will be wasting time.
work, that you get a standing ovation?
It is
o Remember you want to keep your central
possible. So iron your nice suits, get your laser
research question at the forefront and leave
pointers, and delve into how to make your
that "my research is important and you
presentation awesome!
should care" impression with the audience.
No
• Don't crowd your slides/posters. You want to keep your audience's attention. o
For oral presentations, your audience
should use the content of your slides as a reference to what you are saying. o For poster presentations, you should have a balance between words, 40%, space, 20% text and 40% graphics. o You can condense your words into diagrams, graphs and pictures. It is easier Being asked to present is inevitable
to explain a picture than a paragraph.
Chrysallis Research Magazine I Page 20
• No need to be too technical.
Prove your
o Grammatical: you have been reading the
technical prowess in the Q&A session if the
document so many times that you can't see
need arises.
that form should be from.
o
Trying to impress with technical jargon
o Furthermore, allow someone who does
can go two ways, (neither of which benefits
not have your technical background to
you):
review your presentation. This person will
- Your audience already knows the terms, maybe even better than you do, and will pick up if you use any of them incorrectly. - You are presenting at a large conference with
a
wide
range
of
topics,
and
information overload will lose those who would like to understand your research. • Your oral presentations should always have an outline so your audience will know what will be covered.
The best kind of outline
is the beamer presentation, where, in the header of your slides, an outline is given
see the grammatical errors and will ask you to explain the unfamiliar terms, which gives you even more practice. • Find out how long your presentation will be and if that time includes a question and answer (Q&A) session. 0
You do not want to prepare for a
30-minute presentation only to realise on the day of the presentation that the actual talk-time is 20 minutes followed by a 10-minute Q&A. You do not want to be speed talking.
which highlights the current topic. This way
• Practise and time your presentation in front
your audience will see where you are and
of a mock audience, which should include
how much you have left.
your supervisor. o
Preparation for your session
your presentation
• Share your presentation with someone for
two
kinds
of
input:
technical
Have your audience not only critique
and
techniques
but ask
questions on the content. Some of these questions just might be asked again by a member of the real audience. You will then
grammatical.
be able to refine your presentation, identify o Technical: your supervisor and co-author can serve as the technical editors.
and correct possible errors, etc.
You
may have omitted an element from an equation, or may not have explained a concept adequately. Chances are they will
o Practise as many times as necessary until you feel comfortable with what you have to say.
see it. It is also best practice to submit to your co-authors for corrections and final approval. Chrysallis Research Magazine I Page 21
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
• Finally, you may not have a clue as to which
o If you do not know the answer, you can
computer you have to use when making your
say so without actually saying so.
presentation so save your file in pdf format so
example, you can state that the question
there will be no formatting nightmares.
presented is an interesting direction to take
For
your research and will be noted for further analysis.
If you cannot say this then just
say you do not know but will investigate
• Do not read your slides word for word.
further. It makes no sense trying to make o
Summarize what you have written.
If
you read each slide as is then wouldn't it
up an answer. This could backfire and leave you looking foolish.
be better if you just let the audience read while you remain silent? That is, there is no reason for you to be there in the first place.
• If a question is one which causes major digression, suggest to the person that you can have a discussion after the session.
• Do not highlight or introduce each topic before you go to the actual slide.
When the session is over and the nerves
o You will find yourself repeating when you
settle, do not mull over the errors/mistakes
get to the actual slide or skipping over the
made.
slide itself.
there had lots of practice and you will too. In
o This is when the beamer theme comes in
Remember the best presenters out
time that standing ovation will come.
handy. Your audience will know where you are and they can read your slide while you are also explaining your concepts. • If there is a non-technical error, do not bring it to the audience's attention. They may not have noticed it, and if they did, will not approach you about the mistake you made.
Post Mortem Now the presentation is over and you await
Oral presentation at the Sustainable Energy Technologies (SET 2015) conference, August 2015 in Nottingham UK
your questions. • Answer questions to the best of your ability.
Chrysallis Research Magazine I Page 22
~
References 2012.
Making
Poster
[Online].
Computing
an
Impact
University Services.
with of
your
Liverpool ~
Available: ~.
~ ~ poster.pdf [Accessed July 13, 2015]. ~ BELLMARE, M. F. 2014. 22 Tips for conference and seminar presentations [Online]. Available: ~ http://marcfbellemare.com/wordpress/10053 ~ [Accessed July 4, 2015]. ~ OGREN, M. Making a great poster [Online]. ~ Available: https://biology.mit.edu/sites/default/files/effect ~ ive_posters.pdf [Accessed July 14, 2015]. ~ PHILLIPS, B. 2014. The five most common ~ PowerPoint mistakes ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ I ~ https://www.liv.ac.uk/media/livacuk/computing
services/printing/making-an-impact-with-your-
Poster presented at the IEEE Photovoltaic Specialists Conference June 2015, New Orleans USA
~
Chrysallis Research Magazine Page 23
STUDENTS' RESEARCH About The Authors Faculty of Humanities and Education James E. J. Young is presently a PhD Candidate in Education (Testing, Measurement and Evaluation) supervised by Dr. Grace-Anne Jackman and Dr. Babalola J. Ogunkola. He holds an MEd (Distinction) in Testing, Measurement and Evaluation and a BEd (Hons) in Secondary Science Education.
Faculty of Law Kristi-Ann Baggan is a Master of Laws (LL.M) Candidate in Corporate and Commercial Law. She holds an LEC and LL.B (Hons) and is an Attorney at Law stationed in Trinidad.
Faculty of Medical Sciences Natasha Sobers-Grannum is a PhD Candidate in Public Health supervised by Professor Nigel Unwin. She holds an MPH, PGDip (EPI) and an MBBS. She is presently a lecturer in Epidemiology and Public Health in the Faculty of Medical Sciences.
Faculty of Science and Technology Virgil Bideau is an MPhil Candidate in Biochemistry supervised by Dr. Angela Alleyne. She holds a BSc. (Hons) in Biochemistry and Chemistry.
Faculty of Social Sciences Louise Alison Armstrong is a PhD Candidate in Philosophy of Political Science supervised by Dr. Kristina Hinds-Harrison and Dr. Wendy Grenade. She holds a BA (Hons) in Political Science with Research Specialisation and a BA (Hons) in Global Studies with Global Studies Experience.
Transformation in Educational Assessment
OVERALL - 100% (500 ma rks)
Within the past few decades there has been a shift in the focus and practice of assessment in
the
education
systems
of
countries
worldwide. These changes span a number of developed and developing countries including countries in the Caribbean such as Grenada
Figure 1. Model of the CPEA. Adapted from CPEA Teachers' Handbook (CXC, 2011)
~ ~ ~ ~ ~
路~ ~
(Ollivierre, 2006) and Trinidad and Tobago (De
Grenada piloted the CPEA in 2012 and ~
Lisle, 2012). However, the debate concerning
thereafter adopted the CPEA programme of ~.
the end of the primary schooling assessment
assessment as the main assessment tool at the
model also continues in a number of countries
end of primary school as students prepare to
such as Barbados (Hall, 2015).
enter secondary school. Authors have noted
The Caribbean Examinations Council (CXC)
that it is difficult to implement continuous
has been active in restructuring and refocusing
assessment models especially when it is used
the educational assessment landscape in the
in high-stakes examinations (Harlen, 2005). As
Caribbean through assessments such as the
such, it is important to assess the functioning
Caribbean Secondary Education Certificate
and effectiveness of the implementation of the
(CSEC) examination (Griffith, 2009) and the
programme of assessment. This would allow for
Caribbean Primary Exit Assessment (CPEA).
the examination of the strengths and limitations
The CPEA, a continuous assessment model,
that exist within the programme. Therefore the
aims to balance both formative and summative
purpose of this study is to:
assessment, that is assessment done with
I. Consult
intents of improving learning and assessment
parents and students to provide a clear,
done for summarising student performance
evidence-based analysis of their experience
(CXC, 2011, Figure 1 ). (Please see the CPEA
of and attitudes towards the CPEA
handbook for teachers for further details on the CPEA programme. This can be accessed on http://www.cxc.org.)
with
principals,
teachers,
II. Assess the practices and feedback of these stakeholders in order to provide feedback for improvement of the functioning of the CPEA programme. Chrysallis Research Magazine I Page 25
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
A Formative Evaluation of the Internal Component of the Caribbean Primary Exit Assessment (CPEA) in Grenada
~
student achievement and instilling students
Continuous and Formative ~ Assessment
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
with a passion for life-long learning" (p.398). Many
Continuous assessment has been defined as the ongoing assessment of a learner over a period of time, through which judgments on the abilities of the learners are made so as to
researchers
principles
of
have
formative
noted
that
assessment
the have
been effective in improving student academic outcomes and other personal and interpersonal skills (Brookhart, 2010).
facilitate further learning (Broomes, 2012). The use of continuous assessment rather than a single test or assessment has been adopted since it is believed that continuous
Methodology A
mixed-methods
approach
is
being
assessment provides a more holistic picture
undertaken for this evaluation in order to
of student performance (Hall, 2015). Scores
triangulate
obtained through the continuous assessment
collection
process are often used for both formative
strengths of each method (quantitative and
and summative purposes (Broomes, 2012).
qualitative) to compensate for the weaknesses
However, carefully balancing both formative
of the other (Gay, Mills & Airasian, 2009).
and
one
Furthermore, the use of multiple informants
framework can be challenging (Harlen, 2005).
(teachers, principals, students and parents)
summative
Volante
and
summative be
assessment Beckett
(2011)
assessment
typically
the
within
range
describe
strategies of
to
traditional
paper-and-pencil measures such as "quizzes, tests, exams, essays, or projects that form a portion of a student's final grade" (p.240). The is
emphasis
on
of
grading
summative
and
assessment
from
approaches,
different
allowing
for
data the
in answering the research questions is also intended to strengthen the validity of the findings from the study.
Sample and Data Collection Methods A total of 36 principals, 122 teachers,
student
497 students and 330 parents participated
achievement. Thus it has been criticised for
in the survey having been chosen through
its inability to inform learning. On the other
a multi-stage, random sampling technique.
hand,
Four focus group interviews were carried
formative
'assessment for carried
out with
summarising
findings
assessment also learning'
is
termed
assessment
intentions of
out
with
each
of
the
following
groups:
improving
students, parents and teachers. Eleven (11)
learning. Young and Jackman (2014) note that
principals participated in individual-in-depth
"[u]nlike summative assessment, formative
interviews.
assessment provides the reinforcing support
41 classes implementing the CPEA programme
between learning and instruction and has
were carried out along with the analysis of
proven to be a central component in improving
documents.
Non-participant observations of
Chrysallis Research Magazine I Page 26
A Formative Evaluation of the Internal Component of the Caribbean Primary Exit Assessment (CPEA) in Grenada Wherever possible, random selection was
Caribbean
carried out.
Caribbean Primary Exit Assessment (CPEA):
Examinations
Handbook
Significance of Study
for
School
Council.
(2011 ).
~
Administrators. ~.
~
Retrieved from http://www.cxc.org.
Results from this evaluation are forthcoming. However, the evaluation intends to provide
De Lisle, J. (2012). Secondary school entrance examinations in the Caribbean: Legacy, policy,
empirical data on whether or not the objectives
and evidence within an era of seamless
of the programme are being realised. It can
education. Caribbean Curriculum, 19, 109-143.
provide the
the
Government of
Grenada
participant stakeholders with
and
valuable
Gay, L. R., Mills, G. E., & Airasian, P. (2009).
information as to ways in which students can gain the most from the CPEA programme.
Educational research: Competencies for analysis and applications (9 ed.). Upper Saddle
The
evaluation
River, New Jersey: Pearson Edcuation, Inc.
and
international
can
also
benefit
governments
regional
desiring
to
s.
A.
implement the CPEA programme or other
Griffith,
similar programmes.
Examinations Council: Leading and Facilitating Transformation
(2009). in
The
Caribbean
Secondary
Education.
Journal of Eastern Caribbean Studies, 34 (2), 40-55. Hall, M. T. (2015). An Examination into the Validity of Secondary School Entrance Scores in
Predicting
the
Academic
Success
of
Secondary Aged Students. Current Issues in Photo compliments teachers of primary schools in Grenada.
Education,
18
(1 ).
Retrieved
from
http://cie.asu.edu/ojs/index.php/cieatasu/articl e/view/1343.
References Brookhart,
Susan
M.
(2010).
Formative
assessment strategies for every classroom: An
Harlen, W. (2005). Teachers' summative assessment practices and assessment for
ASCD action tool. ASCD.
learning
tensions
and
~
synergies.
The
Curriculum Journal, 16(2), 207-223. Broomes, D. (2012). Understanding Continuous Assessment. The Caribbean Examiner, 10(1 ), 18-20.
Chrysallis Research Magazine I Page 27
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Ollivierre, I. F. (2006). Improving Continuous Assessment of and for Student Learning: Some practical guidelines to help Grenadian schools and teachers. CEC/DFID/Ministry of Education Grenada Continuous Assessment Project. Volante, L., & Beckett, D. (2011 ). Formative assessment and the contemporary classroom: Synergies and tensions between research and practice. Canadian Journal of Education, 34, 239-255. Young, J. E., & Jackman, M. G. A. (2014). Formative assessment in the Grenadian Lower Secondary School: Teachers' perceptions, attitudes and practices. Assessment in Education: Principles, Policy & Practice, 21 (4), 398-411.
Chrysallis Research Magazine I Page 28
Within the past decade the potential for
a large enough demand for E-commerce in the
profit in the market of electronic commerce
Caribbean. This can be attributed to the lack of
has grown exponentially. There are many forms of E-commerce, some more predominant than others. (See below)
::~:~:::: ~n::r::!~~::::::::~~~~bean ~ This
scepticism
warranted ( Main Forms of E-commerce )
I
the
some
instances ~
assumption
that ~
(Largest category)
transactions. The fundamental principles of
Consumers purchase goods or servkes from businesses onllne
modern E-commerce law of non-discrimination,
828 Businesses
technological
C2C
t o 8 uslnC:SSH
Businesses purchase goods or servkes from other businesses onune
\
on
in
regard to domestic law governing electronic
82C
[D--
based
is
consumers are not adequately protected with
to ~ = r s
G2B
~
Consumers to Consumers
Consumers purchase goods or servkes from olher consu mers onllne
I
G2C
Govemment
Government
to Businesses
to Consumers
Governments offer
Governments offer
servkeS to vbuslnesses onllne
services to consumers onli\
B
C Traditional Commerce
Consumers purchase goods or services from other countries onilne
Consumers research needs onilne from businesses with an online presence
and
functional
~ ~ ~
Law (UNCITRAL) Model Law on Electronic ~ (1996)
and
thereafter
in
the ~
UNCITRAL Model Law on E-signatures (2001 ),
~
which were both adopted by Trinidad and
~
Tobago in 2011.
~
In International E-commerce
neutrality
~
~:~i:~:en~:mv:: i=~to~d:~=~n~~o~:I UT::: ~ Commerce
I
~ ~
2011,
the
Electronic
Transactions
Act Chap. 22:05 was passed to give legal
~
date Parts V, VI, VIII, IX and X have not yet been
~
Commonwealth Caribbean there has been
;::e:r~tel:::::i:ig~::~::".:~ ::::::~:: ~ :~ :~:i~~~o~"!: ::t :~;e :r:~I~:: ~~~ ~ ~;;:~::: i:~~g:t:f~:c7.erely half of the Act ~
somewhat of a lag in its development. Not
There is an undeniable need for Part VIII
~
many businessmen choose to set up an online
to come into effect as it deals with consumer
store due to a perceived fear that there is not
protection and the rights of the online shopper ~
transactions for online businesses operating
Diagram Produced By Author
0
While
E-commerce
has
become
well
established in first world countries, in the
9
2
1
~
1 :~
Chrysallis Research Magazine I Page 29
~
~ ~
to rescind the contract formed online. Part IX is
Despite the setbacks observed the most
also of particular importance to be proclaimed
fundamental
as it deals with contravention and enforcement,
to
which will prevent businesses from providing
thus far can be demonstrated in the law
false and misleading information, obstruction
relating to formation of contracts online.
of an audit, and breach of confidentiality and
Analogous to
sets out the penalties than can be imposed as a
traditional commerce, there must be an offer,
result.
acceptance, intention to create legal relations
the
and noteworthy development
legal
framework
of
E-commerce
contract law pertaining
to
A number of Caribbean countries have
and consideration. While to a limited extent,
adopted similar legislation as it is important to
traditional contract law will be applicable such
have harmonization of laws to increase legal
as with the treatment of consideration, the Act
predictability of E-commerce. Other Caribbean
provides invaluable clarification on the way
countries have even adopted such legislation
with which to treat offer and acceptance of
much earlier than Trinidad and Tobago such
electronic transactions.
as Bermuda in 1999, more than a decade
However,
it
is
advisable
that
online
before Trinidad and Tobago. The Cayman
businesses frame their offer as an invitation
Islands adopted comparable law since 2000,
to treat which is an invitation to make offers
which could be as a result of their close ties
and to do business. An invitation to treat is
to the United Kingdom and their involvement
of no effect in law and cannot ripen into a
in offshore banking which require proper laws
contract by 'acceptance'. The common law
on E-commerce to be established. Barbados
regards this as no different from a store owner
adopted similar legislation in 2001, possibly
who displays goods in a shop window marked
due to the better infrastructure of Information
with prices, where an offer is made when
Technology.
the customer walks to the cashier with the
The question arises whether Trinidad and
product and pays. Thereby in an electronic
Tobago adopted the law so much later than
transaction, the customer makes the offer to
other Caribbean countries due to inadequate
buy the product by adding it to their cart and
infrastructure for E-commerce. Research has
proceeding to checkout on the website, and
shown that electronic payment systems are
the online business may accept this offer by
problematic as local banks found there were
receiving the purchase price and processing
not enough online merchants in the Caribbean
the product for shipment to the customer.
to warrant investment in the systems required
While many benefits are to be realised from
for online payment. The local banks also face
the use of E-commerce in Trinidad and Tobago,
the risk and potential loss that stem from
the level of E-commerce adoption attained by
fraudulent online transactions.
Chrysallis Research Magazine I Page 30
local
businesses
is dependent upon
the
Caribbean
in
order
to
determine
where
~
powerful
Trinidad and Tobago falls on the spectrum of ~
influence on the success of their E-commerce
rate of implementation. In addition to looking ~.
initiatives. Therefore, there is a demand and
at the law, I gathered information through the
appreciation for the use of E-commerce in
use of case studies done in the Caribbean
Trinidad and Tobago but the enactment of
and
legislation is nonetheless of grave necessity to
better assert the reasoning behind the rate of
address legal issues arising from the adoption
adoption of E-commerce and a legal framework
of E-commerce.
to support it.
industry structure which
has a
specifically
Trinidad
and
Tobago
to
The lack of development with regard to the legal framework for E-commerce in Trinidad and Tobago can be concluded from the fact that the UNCITRAL Model Laws were only adopted in 2011 and only half of the Electronic Transactions Act is of legal effect as of 2012 while the other half has been neglected for the past three years and counting. This suggests that
despite
local
businesses
adopting
E-commerce practices to an extent, there has been slow and inadequate development in the legal framework for E-commerce in Trinidad and Tobago. A note from the author: In writing this article I found that in order to form a proper analysis of the development of the legal framework for E-commerce in Trinidad and Tobago, it was prudent to first establish the foundation on which legal milestones have been achieved with regard to this area of law. I examined the first legislative texts on the subject matter and gathered information on its adoption in Trinidad and Tobago. After this, I formed a comparative analysis of the domestic laws proposed and proclaimed throughout the Chrysallis Research Magazine I Page 31
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~
Achievement of health equity has been
In Jamaica, fees for the use of public health
~ at the forefront of the global health agenda
care facilities served as a barrier to access
~
in recent years.
Many Caribbean countries
for many poor citizens and were thus removed
~
are signatories to the landmark Rio Political
in 2008. In Barbados where health care is
Declaration 2011 in which they express their
provided free at the point of delivery, some
commitment to "achieve social and health
argue that the poor are as likely to receive
equity through action on social determinants
services as the wealthy.
of health and well-being1." According to the
waiting times in the public sector relative
Centre for Disease Control (CDC), "health
to private care, and the greater availability
equity is achieved when every person has
in the private sector of investigations such
the opportunity to attain his or her full health
as ultrasounds, one may hypothesize that
potential
disadvantaged
there may be a disparity in the quality
from achieving this potential because of
of care received between rich and poor.
social position or other socially determined
Infant mortality rate, (the number of babies
circumstances 2 ."
who die below one year), increases as the
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
and
no
one
is
Health
inequities
are
Given the long
reflected in differences in length and quality
mother's level of education decreases 5 •
of life; disability and death; severity of disease
2006 in the United States, adults with less
and access to treatment. In this paper we ask
than a high school degree were 50% less likely
whether such inequities exist in Caribbean
to have visited a doctor in a 12 month period
countries and explore mechanisms by which
compared to those with at least a bachelor's
research can inform efforts to achieve equity
degree 5 •
in health.
in many Caribbean nations was pivotal to
When social factors ( e.g. poverty, education
In
The introduction of free education
improving
the
health
outcomes of
these
and gender) which are amenable to change,
populations while reducing inequities between
contribute to ill health, then inequities exist. In
rich and poor. Availability of education is
many parts of the world, the poor are less likely
as critical as quality, thus we may express
to receive services 3 • Low socioeconomic status
concern from an equity perspective when
(SES) is associated with an increased risk
private
schools
for many diseases, including cardiovascular
public
schools.
disease, arthritis, diabetes, chronic respiratory
differences in life expectancy and quality of
diseases, cervical cancer and mental distress4 •
life for those exposed to private versus public
systematically Are
there
outperform systematic
Chrysallis Research Magazine I Page 32
education
in
their
formative
years?
Universal Health Coverage (UHC).
In several
The public health group in the Faculty of
countries of the English-speaking Caribbean,
Medical Sciences at Cave Hill, in collaboration
almost half of health spending is purported
with the Chronic Disease Research Centre,
to be out-of pocket payment. This represents
are seeking to describe the state of health
a significant weakness in the health system
inequities in the Caribbean.
In a systematic
structures since this is a mode of financing
review of health inequities in diabetes, we
that has been noted to hinder the goals
found women were one and a half times more
of universal health coverage8 •
likely to have diabetes than mens. Women were
expenditures rise faster than economic growth,
also three times more likely to be obese, less
small island developing states will continue to
physically active while men were four times
struggle to adequately finance health without
more likely to smokes.
comprehensive and stakeholder informed plans
Our most alarming
finding however was the scarcity of studies
As health
to guide strategy.
done on any of the other disparities such as
Our medical research emphasis in the
education, health care system access and
Caribbean has focused largely on individuals
income
7
•
Through a grant administered by
and
disease,
but
process
and
outcome
the National Institutes of Health (NIH) we are
evaluation research of health systems and
continuing to explore what is known about
supporting policies are also needed.
health inequities in the areas of asthma,
Barbados, the new sweet drink tax provides
depression and breast and prostate cancer.
a
This work is being done in collaboration
policy-makers to collaborate in process and
with colleagues at the Mona Campus of The
outcome evaluation research to determine
University of the West Indies and the Sullivan
the efficiency in implementation and usage
Alliance in the United States (U.S.), as part
as well effectiveness of the tax in reducing
of the U.S. Caribbean Alliance for Health
soft drink consumption.
Disparities
(USCAHDR).
considerations is a look at which income,
the
education
As
Research
the
Caribbean
Group joins
global
fertile
ground
and
for
gender
researchers
In and
Important in these groups
are
most
momentum towards identifying and tackling
impacted by the introduction of this tax.
health inequities there is much to be learnt
Research in this area could inform policy
from
development and implementation in many of
countries
who
are
successfully
addressing some of these issues. Protecting
the other Caribbean countries.
those of lower socioeconomic position from
In support of the global momentum toward
vulnerabilities due to health, will ultimately
health equity, researchers have a responsibility
be a governmental responsibility and will
to contribute sound evidence that can inform
be
policy, examine potential disparities and arm
achieved
through
strong
leadership
and political commitment to the ideals of
policy makers with the data needed for Chrysallis Research Magazine I Page 33
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~
evidenced-based decision-making.
Strategic
4. National
Center
for
Health
Statistics.
~ leadership, strong political will and sustainable ~. financing strategies are critical, if decisions
Trends in the Health of Americans. Hyattsville,
are to be efficiently implemented. The aim must
MD: U.S. Department of Health and Human
be the development and maintenance of health
Services, Centers for Disease Control and
systems based on the fundamental principles
Prevention; 2007.
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Health, United States, 2007 With Chartbook on
of primary health care. In the words of Martin Luther King Jr. "Of all the forms of inequality,
5. Brennan Ramirez LK, Baker EA, Metzler M.
injustice in health care is the most shocking
Promoting Health Equity: A Resource to Help
and inhumane." The presence of inequities in
Communities Address Social Determinants of
health, threaten to erode the gains of the past
Health. Atlanta: U.S. Department of Health and
thus addressing these must be a priority for all
Human Services, Centers for Disease Control
the nations of the Caribbean.
and Prevention; 2008.
References
6. Sobers-Grannum N, Murphy MM, Nielsen A, Guell C, Samuels TA, Bishop L, et al. (2015)
1. World Conference on Social Determinants of Health, Rio de Janeiro, Brazil, 21 October 2011
Available
at:
http://www.who.int/sdhconference/declaration
Female Gender Is a Social Determinant of Diabetes in the Caribbean: A
Systematic
Review and Meta- Analysis. PLoS ONE 10(5): e0126799. doi:10.1371 / journal.pone.0126799
/Rio_political_declaration.pdf 7. 2. Chronic Disease Prevention and Health Promotion, Health Equity. Centers for Disease Control
Available
at:
http://www.cdc.gov/chronicdisease/healthequi
A, Guell C, Samuels TA, Bishop L, et al. (2015) Health Inequities in diabetes, its risk factors and adverse outcomes in populations living in the Caribbean: a systematic review. West Indian Med J Vol 64, Supplement (2), 2015
ty/ 3. Rowe RE, Garcia J, Davidson LL. Social and ethnic inequalities in the offer and uptake of prenatal screening and diagnosis in the UK: a systematic
Sobers-Grannum N, Murphy MM, Nielsen
review.
Public
Health.
2004
8. Roberts, M., Hsaio, W., Berman, P., & Reich, M. (2008). Getting Health Reform Right: A Guide to Improving Performance and Equity. New York: Oxford University Press Inc.
Apr;118(3):177-89.
Chrysallis Research Magazine I Page 34
Uterine leiomyomata (UL) or fibroids are the
threatening
conditions
which
most commonly occurring tumours in women
surgical procedures. Such symptoms include
of reproductive ages.
They are benign and
infertility, abnormal uterine bleeding that can
develop from single cells in the smooth muscle
lead to anaemia, as well as pelvic pain and
tissues of the uterus. They can range from 2mm
pressure[3, 4]. Several treatment options are
in diameter to 15cm and larger. There are four
available however the only cure for fibroids
types of fibroids (Figure 1 ): the most commonly
is a hysterectomy[5]. This disease has been
occurring fibroids are subserosal and they
found to be prevalent in Barbadian women
are located beneath the serosa, submucosal
and to put this into perspective at least one
which are located beneath the mucous lining,
hysterectomy is performed daily at the Queen
pedunculated fibroids which are attached to the
Elizabeth
uterus via a stalk and intramural which develop
Communication). Therefore the disease poses
within the uterine walls [1].
a significant public health issue in Barbados
hospital
in
Barbados
(Personal
and the wider Caribbean, since several literary sources as well as physicians have cited that Uterine Fibroids
women of African descent have a higher Folloplon tube
I
incidence of this disease than women of other ethnicities [6]. Uterine fibroids are thought to be associated with high steroid hormone levels, obesity and ethnicity among other factors [7]. Our research at Cave Hill seeks to investigate the allelic distribution of single nucleotide polymorphisms (SNPs) or mutations in genes linked to obesity and steroid hormones.
Figure 1: Types and locations of fibroids on uterus[2]
Despite their benign nature, fibroids are responsible for a range of symptoms and the degrees of severity for this condition may range from mild symptoms to potentially life
We use molecular
biology techniques to genotype (determine genetic
make-up)
a sample of
Barbadian
women to identify whether there is a significant link between the particular genotypes and fibroid development. Interest in this study stems from the fact that the occurrence of Chrysallis Research Magazine I Page 35
~
fibroids is quite prevalent in black women.
2. Uterine Fibroids. 201 O; Available from:
~ It will be the first study of its type in the ~. Caribbean, seeking to analyse the molecular
http: //www. medic in enet. com/uterine
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
fibroids/article.htm
level variations which exist in women with the condition as compared to women of
3. Flake, G.P., J. Andersen, and D. Dixon,
reproductive age who do not have these
Etiology
conditions.
Leiomyomas: A Review. Environmental Health
Overall by the completion of this research an
attempt
would
have
been
made
and
Pathogenesis
of
Uterine
Perspectives, 2003. 111 (8): p. 103-1054.
to
correlate UL formation with oestrogen levels
4. Baird, D.D. and D.B. Dunson, Why is Parity
and cytogenetic mutations at the gene level
Protective for Uterine Fibroids. Epidemiology,
particularly in Fatty Acid Synthase Gene (FASN)
2003. 14(2): p. 24-249.
and Cytochrome P 450 181 (CYP181) genes. We hope that the results of the study
5. Ishikawa, H., et al., Progesterone is Essential
will allow for a better understanding of UL
for
Maintenance
and
Growth
of
Uterine
formation in Barbadian women based on the
Leiomyoma. Endocrinology, 2010. 151 (6): p.
genes being investigated. This may provide an
2433-2422.
understanding of whether the condition is as a
F., et al., A possible role of
result of genotypic makeup or whether it may
6. Amant,
be a lifestyle consequence. Knowledge from
the
this research will contribute to the database of
polymorphism in the pathobiology of uterine
the pathobiology of this disorder particularly
leiomyomas from black South African women:
in the Caribbean.
a pilot study. Acta obstetricia et gynecologica
Information obtained from the study, will
cytochrome
P450c17 a
gene
(CYP17)
Scandinavica, 2004. 83(3): p. 234-239.
assist in better genetic counselling if the condition is found to be of genotypic origin or
7. Denschlag,
D.,
allow for more informed dietary and lifestyle
distribution
options if the correlation is found to be
catechol-0-methyltransferase, and cytochrome
non-genotypic.
P450 17 gene polymorphisms in Caucasian
of
et
estrogen
al.,
Genotype
receptor-alpha,
women with uterine leiomyomas. Fertility and sterility, 2006. 85(2): p. 462-467.
References 1. Stewart, E.A., Uterine Fibroids. The Lancet, 2001.357:p.293-298
Chrysallis Research Magazine I Page 36
Are you, as a human, secure?
What do
you think of when you hear the term 'human security'?
Do you think of freedom from
domestic violence and rape? Do you think of it as having a consistent source of income? Is it
sacrificing the state. In fact, acting in the
access to adequate and timely health care? Or,
best interests of people does not have to be
is it something else entirely? What is the role of
divorced from the best interests of the state.
the Barbadian state in your human security?
The pursuit of human security can lead a state
Over time, security has been perceived
towards its own security and development.
and defined in different ways, by different
However, there remains debate in theory and
actors. This is because as the context and the
practice about what exactly is involved in the
priorities change, so too do the threats and the
pursuit of human security; about where its
threatened.
limits should be regarding identification of
One of the ways in which security is
threats, how they are ranked, and who should
being defined right now by development
be cast in the role of the protector of humans.
institutions, governments, and academics,
My work delves into this human security
is with the term 'human security'.
This
debate and primarily asks: What is the role
term, popularized in 1994 by the United
of the state in human security in Barbados?
Nations Development Programme (UNDP),
It seeks to take this international concept,
represents a comprehensive concept that
unpack it, and understand how it applies to
views the human species as that which is to
small island context and the citizen-state
be protected from diverse threats. Not only
interrelationship. The sovereign state is held
from explicit, immediate threats to peoples'
as the primary actor for its citizens' human
lives - but also from threats to the quality
security, on the basis of the internationally
and standard of their lives.
recognized
For the UNDP,
responsibility that sovereignty
there are seven areas that comprise human
confers for protection of citizens. Yet, what
security: community, economic, environment,
exactly is contained in that responsibility
food, health, personal, and political. Human
and can a micro-state fulfill the responsibility
security is a human-centric approach to
to its citizens in light of the challenges and
security, and an update to the state-centric
limitations unique to micro-states?
approach. It elevates the importance of the
questions arise when confronting the topic,
These
Chrysallis Research Magazine I Page 37
~
and are important to locate responses in order
use of the term within academia and the
~ to create more tailored knowledge. ~. Part of this endeavour to understand
development sector, it is a term that those within other sectors are not as familiar with
human security for the Barbadian context
or likely to use in referring to their day-to-day
has been the conducting of interviews with
lives. It may be possible that standardizing the
individuals from different segments of society
language to name the concerns, using human
to appreciate their experiences and insights.
security language, can raise the local profile
These include individuals heralding from the
of human security. Yet, perhaps the language
private sector and the development sector.
used should be drawn from the bottom-up
Whilst the interview process is ongoing, there
rather than assigned top-down. Delving into
are two early findings I would like to share.
the terminology poses insights into how issues
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
First, that there is no standard definition of 'security'.
Each interviewee understood the
term differently, and consequently focused on different threats or actors.
are framed, and what political attention they are able to garner. These two general findings point to the
For some the
need to probe existing understandings before
focus was state-centric, while for others the
responses can be drawn to the role of the state
focus was human-centric.
That is, focused
in human security in Barbados. Understanding
on protecting the state or on protecting the
precisely what human security means for
human. This highlights that the goal of what
Barbados, and the role of a small-island's state
should be secured is not uniform. The very
in its provision, can contribute towards the
definition of security is unavoidably influenced
design of a roadmap for state and non-state
by
interventions.
individuals'
characteristics,
such
as
background and by area of work. Having those
Human security is an undeniably important
diverse interpretations of what 'security' is can
subject that resonates with
be problematic, because they determine the
all walks of life.
expectations of solutions and responsibility.
regardless of religious beliefs, skin colour,
Mapping the different interpretations for the
sex, gender, income level, or any other such
Barbadian context can contribute towards a
distinction that is used to categorize humans
comprehensive framework to address (human)
into separate groups. I hope that my work will
security.
make a contribution towards Barbados by
Second, that there are human security concerns,
even
though
the
term
'human
security' was uncommon. Some of the types of
people from
Everyone has a right to it
promoting awareness of human security, its definition, its parameters, and its implications on the lives of every person.
security threats identified by the interviewees can be categorized into the areas of human security, as outlined by the UNDP. Despite the Chrysallis Research Magazine I Page 38
THE SISTER CAMPUSES About The Authors The Mona Campus Faculty of Medical Sciences Peta-Gaye Thomas is a PhD Candidate in Pharmacology supervised by Dr. Maxine Gossell-Williams. She holds an MPhil in Pharmacology and a BSc (Hons) in Pharmacology. She is a part-time Assistant Lecturer and a Laboratory Demonstrator at the Mona Campus.
The St. Augustine Campus Faculty of Engineering Marcia Nathai-Balkissoon is a PhD Candidate in Industrial Engineering supervised by Professor Kit Fai Pun. She holds an MSc in Engineering Management and a BSc in Industrial Engineering and is presently a Lecturer in the Department of Management Studies, The UWI St. Augustine Campus.
The Open Campus Dr. Ngoni Chipere holds a PhD in Experimental Psycholinguistics from the University of Cambridge in the United Kingdom. After his postdoctoral studies, he moved to The University of the West Indies, Cave Hill Campus where he served as Lecturer in Language Arts and Literacy in the School of Education from 2004 to 2008. He then moved to the Open Campus where he served as Programme Coordinator until 2015. He is presently the Planning and Development Officer in the Department of Planning and Institutional Research (PAIR) at The UWI Open Campus.
There is anecdotal evidence that patients with psychotic disorders who use cannabis are harder to manage at the hospital; generally requiring higher doses of antipsychotic drugs. by
poor medication
as well
A study was conducted at the University
as genetic variability as it relates to the
Hospital of the West Indies in Jamaica. This
metabolism of psychotropic agent (Hasnain, et
study aimed to assess the impact of cannabis
al., 2009; Naber, et al., 2005; Mitchell, 2000).
use on the efficacy of antipsychotic drugs in
This is a worrisome fact, for once a diagnosis
male patients who were 18-40 years old and
of a psychotic illness has been made, the use
who were either diagnosed with schizophrenia
of antipsychotic medications is an eminent
or schizophreniform disorder. These patients
and
unless
also tested positive for cannabis use and were
contraindicated (Uchida, et al., 2011; Kerna, et
admitted to the psychiatric ward of the hospital
al., 2010).
between February and May 2013. Severity of
almost
compliance,
unavoidable
factor,
There is a high prevalence rate of cannabis
the psychotic symptoms was assessed using
use amongst Jamaican males, many of whom
the Brief Psychiatric Rating Scale (BPRS).
have been diagnosed with a psychotic disorder
Consequent to the findings from the BPRS,
and are receiving prescription medication
patients were prescribed seven days of an
for the same (Thomas, et al., 2015). It is not
oral
known from the literature exactly how cannabis
chlorpromazine,
interacts with antipsychotic medications. One
olanzapine), which was standardized using
known fact however, is that patients who use
chlorpromazine equivalent (CPZE).
cannabis have higher risks of exaggerated
were reassessed using the BPRS, three and
symptoms and/or relapse if they have been
seven days after the start of the therapy.
diagnosed
Statistical analysis involved repeated measures
with
psychosis.
However,
the
underlying pathophysiology remains unclear
antipsychotic
medication
(haloperidol,
risperidone,
quetiapine, Patients
analysis of variance.
(Schofield, et al., 2006; Arseneault, et al., 2004).
Chrysallis Research Magazine I Page 40
Assessment of Antipsychotic Therapy in the Management of Male Cannabis Users with Psychotic Episodes Presenting to the University Hospital of the West Indies
60
~ CPZEl
Patient Recruitment
so
.._CPZE2
40
20
10
STATISTICS
Day 1
Day 3
Repeated Measures Analysisof Variance
Day 7
Assessment Days
Figure 1: Procedure for the recruitment of patients and conduction of the research
Figure 2: Significant improvement was seen in psychotic symptoms for patients in the CPZE2 group (p=0.01) while no significant difference was seen for CPZE1 (p=0.93) . No significant difference between groups on day 1 (p=0 .44)
Twenty patients were recruited, mean age of
disorders,
26.00 卤 5.96 years.
Patients were grouped
anti psychotic medications. As such, it appears
based on the CPZE dose given on day 1
that cannabis use may affect management of
into CPZE1 (100-300 mg; n=8) and CPZE2
these patients negatively; requiring initiation
(375-888.8 mg; n=12). There was no significant
of treatment with CPZE doses greater than 300
difference in the BPRS scores between the
mg for better therapeutic outcomes for this
groups at the beginning of the study. However
patient population.
over the seven day study period, only patients in
the
CPZE2
group
showed
may
require
higher
doses
of
Additionally, with the decriminalization of
significant
cannabis in Jamaica, the negative impacts of
improvement, measured by the change in
cannabis smoking will be of greater concern.
BPRS score over the seven days [F=7.12, df=2
Further studies by our group have focused on
p=0.01].
the clinical impacts of this finding.
This study confirms for the first time that male cannabis users presenting with psychotic
Chrysallis Research Magazine I Page 41
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
路~
~
~.
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
7. Thomas, P-G., Gossell-Williams, M., Sewell, C.A., Wendel, W.D., McGrowder, D., Martin, 1. Arseneault, L., Cannon, M., Witton, J., Murray, R.M.
(2004). TCausal association
between cannabis and psychosis: examination of the evidence. Br J Psychiatry, 184, 110-117. 2. Hasnain, .M,, Vieweg, W.V., Fredrickson, S.K., Beatty-Brooks, M., Fernandez, A., & Pandurangi, A.K. (2009). Clinical monitoring and management of the metabolic syndrome in patients receiving atypical antipsychotic medications. Primary Care Diabetes, 3, 5-15.
J. (2015). The impact of cannabis use on the dosage of antipsychotic drugs for patients admitted on the psychiatric ward at the University Hospital of the West Indies. WIMJ Open, 1(1), 22. 8. Uchida,
H.,
Suzuki,
T.,
Takeuchi,
H.,
Arenovich, T., Mamo, D.C. (2011 ). Lowdose vs standard dose of antipsychotics for relapse prevention in schizophrenia: meta-analysis. Schizophr Bull, 37, 788-799.
3. Kerna, V., Nosalova, G., Ondrejka, I. (2010). Metabolic risk in selected second generation antipsychotics. Bratislavske Lekarske Listy, 111,640. 4. Mitchell, P.B.
(2000).
Therapeutic drug
monitoring of psychotropic medications. Br J Clin Pharmacol, 49, 303-312. 5. Naber, D., Riedel, M., Klimke, A., Vorbach, E., Lambert, M., Kuhn, K., et al. (2005). Randomized olanzapine
double vs.
blind
clozapine
comparison on
of
subjective
well-being and clinical outcome in patients with
schizophrenia.
Acta
Psychiatrica
Scandinavica, 111, 106-15. 6. Schofield,
D.,
Tennant,
C.,
Nash,
L.,
Degenhardt, L., Cornish, A., Hobbs, C., et al. (2006). Reasons for cannabis use in psychosis. Aust NZ J Psychiatry, 40, 570-574.
Chrysallis Research Magazine I Page 42
I
know a
programme.
student enrolled
in
a
PhD
when her supervisor's mentoring helped her
She began while holding a
to grow, and began to translate into published
full-time industry job that required her to work
work that was being used by others.
well into the small hours several nights every week.
In addition, she was committed to
devoting time to her kindergarten-age son and her husband. She had courses to do as part of
Can We Compartmentalise the Parts of Our Lives?
the PhD requirements, and she found herself
When she finally started her academic
studying for the first time in several years.
teaching career, she learned a baby was on the
Also, to effectively perform her research, she
way! She wondered if life could get any more
needed to become au courant with Information
challenging. Learning to operate in an entirely
Technology advances.
new and academic setting while dealing with
She had never worked harder yet she
the ups and downs of pregnancy was tough.
felt that she just could not do well enough.
She really appreciated the encouragement and
She would revisit her work, engage with the
support of her Supervisor and her Department
research from another angle, then rewrite or
Head during those months. She slowed down
revise it. She often told her husband it was too
on her research and focused on her teaching,
difficult to stay on this frustrating path; she
telling herself she would get back on track after
wanted to cut ties and walk away. However,
she had her little one. She applied research
reading about the challenges of PhD work and
about emerging approaches in teaching and
having heart-to-heart talks with recent PhD.
learning to help to make her students' learning
graduates helped her to forge ahead. It took a
relevant and enjoyable.
long time for her to recognise that the critique of her work and even her thought processes should not be construed as fault-finding directed towards her, personally. Instead, she was being challenged to push her research skills to new levels. She had a lot of growing to do before she could come to terms with that. She also finally recognised how academic
Here is a " Quick and Dirty" Approach to Organising Competing Work Demands (Photo courtesy of the author)
research connected with the wider society Chrysallis Research Magazine I Page 43
~
One academic family member advised her to
Many Graduate Students ~ Juggle Family Commitments ~
~
withdraw from her PhD programme, but she knew she would never return if she stepped
When her baby was born sick, she and
out. Getting her PhD would be necessary to
her family just took things one day at a time
stay in academia, she reflected. She needed
~ as they sought further medical support. She
her job to handle baby's ongoing expenses.
~
focused on her teaching and moved slowly
In a way, she also needed the job to maintain
~
with the PhD. Surgery followed toward the end
her sanity (it allowed a shift from the chaos
~ of the year, but a problem in the ICU caused
~
of her real life). How grateful she was when
brain damage to the little one, and she and
her supervisor became her most supportive
~
her family found themselves dealing with a
contact!
~. comatose one year old for whom many doctors
~
predicted a persistent vegetative state.
~
and her husband began researching brain
She
In her private life most friends and
extended family stayed away, perhaps finding it too uncomfortable to face the upheaval and uncertainty that resided in her home.
When
~ injury, learning a myriad of approaches to help
~
her supervisor asked for detailed updates on
their baby regain her senses, have a chance to
her daughter's progress, she treasured his
~
progress beyond a feeding tube, bear the touch
emails like a lifeline.
~ of loved ones, learn to move arms and legs,
~
and vocalise sounds.
~
she had been honing in the PhD programme
Those research skills
~ were paying huge dividends, but developing
~
and delivering a rehabilitation programme
~
for baby and following up with doctors and
~ therapists while seeing to their six year old son
~ ~ ~ ~ ~ ~ ~ ~ ~ ~
From his example, she
learned better how to support, motivate and empower students by showing one's humanity.
Set Aside Time to Plan No longer having the luxury of flexibility, she had to plan.
If she wanted to keep her
and continuing to fulfil work duties took every
lecturing job, she would not only have to teach
minute that she and her husband had.
well, but she would have to publish as well. She loved to teach so she decided to conduct and publish teaching and learning research. In this way, she would be able to use her research to improve her teaching as well as to share insights and make suggestions for improved approaches to teaching, even as she achieved the publications required in academia. earn a PhD, research was needed.
To
With her
supervisor's support, she planned the structure Our Work and Research Commitments Can Be Threatened by Personal Challenges (Photo courtesy of the author)
of her research so that her passion about her subject would be translated into publishable Chrysallis Research Magazine I Page 44
work that would be useful in industry. Although
and (2) to comprehensively plan how to do so.
~
she had published journal articles before,
I continue my PhD research under Prof. ~
the upheaval in her personal life had left her
Pun's capable and empathetic supervision ~.
insecure. Now, she was terrified that her
at
articles would be rejected, branding her a
Manufacturing
failure. Valuing her supervisor's critique, she
has taken longer than I once envisioned but ~.
resumed researching and writing. Eventually
I plan to cross the finish line soon. As with
news of accepted papers followed, and she
many graduate students, I also have a full
felt that she was beginning to glean order from
and demanding personal life. I am a mother
chaos.
and wife, blessed with an amazing husband
the
Department
of
Mechanical
Engineering.
My
and
journey ~
who truly partners with me. My son is thriving and is an expert in his sister's therapies and in video games.
My daughter is now three
and a half years old, and is today learning to make sounds and move her limbs. She loves nursery rhymes and pop music and has a delightful laugh that would rival any toddler. She has come to love our touch, cooing for as much physical contact as she can coax from Make the Next Day More Productive by Planning and Prioritising Tomorrow 's Work (Photo courtesy of the author)
us. We no longer feed her through a tube, but now give bottle feeds and spoon-fed chunky purees. With her as our constant motivator, we learned to define our problems and set
Conclusion The story I have shared is mine, and though it is deeply personal, I feel that it might be useful for graduate research students who feel inundated and unable to focus or deliver on
~
stretch goals, explore our options, set out our course of action, share outcomes, and make revisions based on results. That, I believe, is exactly what any good researcher is expected to do.
their mandates. I hope that research students take away the message that we are capable of achieving more than we think may be possible. Lecturing at the Department of Management Studies at UWI, St. Augustine, I see many students who face seemingly insurmountable challenges. I want to encourage them: (1) to believe that they can conquer those challenges Chrysallis Research Magazine I Page 45
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
findings
Introduction
to
many
social
and
economic
challenges. Where necessary, such individuals In September 2015, The UWI Open Campus will start offering two professional doctorates: the Doctor of Educational Leadership in Higher Education
and the
Doctor of
Educational
Leadership in Schools and Education Systems. Unlike research doctorates, which have a large research component and a small taught component, professional doctorates have a large taught component and a small research component. This structural difference between the two types of programmes reflects a functional seek
difference:
primarily
who can
to
research develop
doctorates
professionals
create new knowledge whereas
professional
doctorates
seek
primarily
to
develop professionals who can understand this knowledge and apply it in practical contexts. The two types of doctorates are therefore interdependent, with professional doctorates providing an "informing channel" that enables
should also be able to conduct small research projects findings.
and
communicate
their
research
Accordingly, the new UWI Open
Campus professional doctorates will require students not only to acquire a broad scholarly understanding of their discipline, but also to carry out a small research project and publish their research findings. In order to guarantee the successful completion of these research projects, The UWI Open Campus has developed a highly structured approach to research supervision.
The approach has been used
successfully to guide the online supervision of Master's research projects and is now being extended to professional doctorates. Elements of the approach should be of interest to The UWI research community because they address the problems of high attrition rates and long completion times that affect research doctorates across The UWI and internationally.
research to inform practice (Gill and Hoppe, 2009).
The literature on doctoral studies
indicates that the number of professional doctorates is increasing as the knowledge economy grows (Wildy et al, 2015).
Attrition Rates and Completion Times Universities across the world are concerned
The demand for professional doctorates is
with the large proportion of students who either
particularly great in the context of developing
drop out of their research programmes or take
economies, which have an urgent need for
too long to complete.
individuals with the capacity to apply research
universities, for example, attrition rates range
In US and Canadian
Chrysallis Research Magazine I Page 46
Addressing High Attrition Rates and Long Completion Times through Research Course Rooms from 13% to 51% and average 30% (Council
students to adhere to a strict timeline.
of Graduate Studies, 2007). According to the
timeline typically features milestones that
same source, completion rates within 6 years of
take the form of graded assignments based
commencing a doctoral programme range from
on
20% to 49% and average 36%.
project, such as research questions, research
While figures
actual
components
of
the
The
research
from The UWI were not available to the author at
proposals and thesis chapters.
the time of writing, similar concerns have been
students and supervisors are often provided
raised over the performance of UWI research
with just-in-time guidance and resources in
students (Jackson, 2014). High attrition rates
order to assist with the achievement of each
and long completion times have been attributed
milestone.
to supervisor and student variables. To begin
resources effectively constitute a course with
with, the quality of supervision has been
many elements of a regular taught course.
The timeline,
In addition,
milestones and
identified as a major determinant of attrition
The following short list of research course
rates and completion times (Pitchforth et al,
rooms may be of interest to the reader: the
2012; Pyhalto et al 2012; Wao & Onwuegbuzie,
research capacity-building courses of Durban
2011; Council of Graduate Schools, 2009;
University of Technology; the Proposal Seminar
Gardner,
Bair &
and Dissertation Seminar suite of the University
Haworth, 1999). Secondly, the incoming skills
of Cincinnati; the Applied Dissertation Service
that students bring with them to the research
suite of Nova South Eastern University; the
project have also been associated with attrition
Dissertation Seminar of Columbia University;
rates and completion times (Pitchforth et al,
the Advanced
2012; Pyhalto et al 2012 and Humphry et al
Georgia University and the Graduate Thesis
2011 ).
Proposal
2008;
Lovitts,
2001
and
Incoming skills include skills in the
Research
Seminar
of
Seminar of West Indiana
University
language of study; writing skills; reading skills;
South East. The UWI Open Campus has also
quantitative
been offering similar courses for its Master's
skills;
disciplinary
expertise;
research skills and time management skills.
students since 2011. Based on the success of these courses, the Open Campus has designed
Thesis Course Rooms A number of solutions have been proposed to address this problem. One approach is the use of research course rooms. These courses seek to reduce the variability in the quality of research supervision and incoming skills by providing a high degree of structure to the research project. Among other measures, structure is often imposed by requiring
a series of five course rooms for students in the new professional doctorate programmes. Two course rooms are offered prior to the start of the research project (which is run over three semesters) and three course rooms are offered in tandem with the research project.
The
course rooms provide step-by-step guidance and just-in-time resources for each stage of the research process, from the selection of a Chrysallis Research Magazine I Page 47
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
research topic to the submission of the
Conclusion
research report. This brief article has outlined the approach to
Critique
research
supervision
that
the
Open
Campus plans to use for two new professional
The use of research course rooms has been
doctorates in order to minimise attrition
criticised as a 'hand-holding' approach to
and completion times. It is hoped that these
research supervision. Two counter-arguments
programmes
can be raised. Firstly, variation in the quality of
practice across the Caribbean education
supervision creates inequity in the provision of
sector. Limitations in space do not permit a
quality supervision.
fuller discussion and readers are referred to
Research course rooms
reduce this equity by ensuring that certain
will
foster
research-based
Chipere (2015a and 2015b).
minimum standards of quality in research supervision are observed.
Secondly, it was
indicated earlier that international attrition rates can be as high as 50%.
This figure
represents thousands of personal disasters for the students concerned.
Another critique is that the
lock-step approach found in research course rooms may not be appropriate for research doctorates. While this may be true, the stages in the research process that are captured by research course rooms are fairly standard across research projects.
programmes, please visit: http://www.open.uwi.edu/graduate/programmes
The figure also
represents an economic loss that the region can ill-afford.
For more information on the new doctorate
Students should
still be able to benefit from the guidelines and resources provided by each research course room while following individual research paths.
References Bair, C. R., & Haworth, J. G. (2005). Doctoral student attrition and persistence: A meta-synthesis of research. In Higher education: Handbook of theory and research (pp. 481-534). Springer Netherlands. Chipere, N. (2015a). Developing Online Doctoral Programmes. International Journal on E-Learning, 14(2), 121-161. Chipere, N. (2015b). A Concept Paper on the Use of On-line Research Support Courses to Support Research Supervision. Presentation at the Board for Graduate Studies and Research, UWI, May 2015. Council for Graduate Schools (2007). Ph.D. Completion and Attrition: Analysis of Baseline Program Data from the Ph.D. Completion Project. Council for Graduate Schools.
Chrysallis Research Magazine I Page 48
Addressing High Attrition Rates and Long Completion Times through Research Course Rooms Humphrey, R., Marshall, N., & Leonardo, L. (2012). The impact of research training and research codes of practice on submission of doctoral degrees: An exploratory cohort study. Higher education quarterly, 66(1 ), 47-64. Jackson, Y. (2014). Reshaping the Graduate Research Programme at UWI. UWI Board for Graduate Studies and Research. Lovitts, B. E. (2001 ). Leaving the ivory tower: the causes and consequences of departure from doctoral Study (Lanham, MD, Rowman & Littlefield). Pitchforth, J., Beames, S., Thomas, A., Falk, M., Farr, C., Gasson, S., & Mengersen, K. (2012). Factors affecting timely completion of a PhD: a complex systems approach. Journal of the Scholarship of Teaching and Learning, 12(4), 124-135. Powell, S. & Long, E. (2005). Professional Doctorate Awards in the UK. Lichfield: UK Council for Graduate Education. Pyhalto, K., Toom, A., Stubb, J., & Lonka, K. (2012). Challenges of Becoming a Scholar: A Study of Doctoral Students' Problems and Well-Being. International Scholarly Research Notices in Education, 2012. Wao, H. 0., & Onwuegbuzie, A. J. (2011 ). A mixed research investigation of factors related to time to the doctorate in education. International Journal of Doctoral Studies, 6, 115-134. Wildy, H., Peden, S., & Chan, K. (2015). The rise of professional doctorates: case studies of the Doctorate in Education in China, Iceland and Australia. Studies in Higher Education, 40(5), 761-774.
Chrysallis Research Magazine I Page 49
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
GO - AND WE'RE OFF
refreshing not being met with blank stares or frowns but with intrigue. Without failure each
The Race is not for the Swift
encounter left me enlightened, encouraged, intrigued or inspired.
Once I had successfully located the venue, it was time to rock and roll. Registration was just a mild indicator of the number of scientists attending this meeting.
However, I mentally
prepared myself for a full house given that the line-up included: 4 plenary talks, a Walter-Fitch symposium, 28 scientific symposia and 750 poster presentations.
Upon receiving my
poster, I of course hurried to my designated room, which was quite difficult to find since there were ten rooms for poster presentations
Author at poster displays.
spread across the palace. Don't be fooled into thinking attending a conference is a walk in the park, "down time" or a vacation. I assure you
Endurance is Key
IT IS NOT! From the moment I unraveled my
SMBE had a very packed schedule from
poster and mounted it, the inquiring eyes of
8:15am ending between 6 and 9 pm daily.
fellow presenters and perusing attendees were
However, there were several opportunities
upon me.
and events to network and socialize with other
Over the next few days there were four
attendees. The welcome reception, lunch and
poster presentation sessions, during which my
coffee breaks, alternative poster presentations
work and I were exposed to the questioning,
and the final conference dinner all provided
discussions, and suggestions of all sorts
cherished
of scientific minds and it was amazing!
and to network.
particularly looked forward to this academic
conference alone,
experience the most; being exposed to people
experience it alone. From arrival at the Vienna
who are capable of understanding my work.
International airport, thanks to a mistake with
When reciting my presentation topic, it was
the taxi service my first ally was made whilst
moments to forge
relationships
Although I travelled to this I was destined not to
Chrysallis Research Magazine I Page 51
Next at the welcome reception with a delicate balance of pleasant smiles and just a hint of "I'm here alone" on my face, others in the same predicament were drawn to my table and so it began, relationships that would keep me on my toes for the days to come and beyond.
Networking is a requirement when
attending a conference, it is one of the richest gatherings of fellow scientists that you will ever experience and if you're looking for the
Fun shots of author.
next step academically or career wise this is an exceptional opportunity.
Personally, I
encountered quite a range of people, from fellow research students to research magazine editors, sponsors, company representatives and supervisors from all around the world.
Just a Bit of Fun My last apt but modified saying is, "All work and no play makes Jill a dull and exhausted girl." Fortunately, in Vienna the days are long and caffeine is in abundance. So even after a long day or during a long break scheduled for activities I was able to experience the real Vienna and it was beautiful. Essentially, travelling to the SMBE 2015 annual meeting was an exceptional experience on all fronts and I would advise all researchers to work hard and once you are ready to share it with the world, GET ON YOUR MARK ... GET SET,ANDGO!
Chrysallis Research Magazine I Page 52
The American Society of Horticultural Science Conference
designated pick-up location outside of the
2015
the time on their watches.
Earlier this year, I received a research award from The University of the West Indies Cave Hill Campus School of Graduate Studies and Research to attend and present at the 112th American
Society of
Horticultural Science
(ASHS) Conference in New Orleans, Louisiana. This was my second international conference as a postgraduate student at The University of the West Indies, Cave Hill Campus and it was indeed an amazing experience. The conference was ideal for networking with professionals in my field as well as keeping abreast with other research interests. The location of this conference was phenomenal as I had never before seen such a rich preservation of history and culture that was so well marketed by a country.
hotel and met two unsure faces checking There began the
networking process as I inquired whether they were waiting to go on the same tour. One of these persons is a postgraduate student at the University of Arkansas who recently completed undergraduate work in turf grasses. We boarded the tour bus and waited to start our tour. During this time, the silence on the bus was broken as the tour guide inquired about our homelands. I was most surprised to hear that the tour guide spent fond time in her younger years on the Grenadine island of Bequia, and a retired Professor and his wife recently completed a cruise to St. Vincent and the Grenadines, my home country. Therein began further networking as persons inquired about my country and my research. There were nine persons on the bus of mixed ages ranging from undergraduate and postgraduate
Networking on the Conference Tours
students to new and retired professors and lecturers. While listening to the very intricate details of New Orleans pre and post Hurricane
I arrived in New Orleans the day before
Katrina, we exchanged research areas of
the conference officially started, settled and
interest, including lettuce, earthworms, turf
recovered from the journey.
grasses and sweet potatoes.
The next day, I
It was a close
anxiously went to the hotel tour desk to confirm
knit group and everyone shared information on
that the conference tour to the Laura and Oak
their research. That night, was the beginning
and Alley Plantations was still scheduled. After
of many nights of dining and explorations with
receiving a positive response, I went to the
my fellow researchers from that very bus tour Chrysallis Research Magazine I Page 53
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
Beyond The Poster and Oral Presentations of the American Society of Horticultural Science Conference, New Orleans to the historic creole andslave plantations.
thoughts of how I could improve my present research work.
Inside the Children's Room of the Laura Plantation, Louisiana (Photo Taken By Author)
An Example of Posters on Display at the ASHS 2015 Conference (Photo Taken By Author)
Having previously attended an international conference, I learned that the best way to establish links is to ask questions and continue discussions on work presented after the actual presentation time. Therefore, I did exactly this and as a result now have contacts with persons 300 Year Old Oak Trees Planted by Unknown Person at the Oak and Alley Plantation, Louisiana (Photo Taken By Author)
in my field at the Louisiana State University, University of Florida, University of the Virgin
Attending Oral & Poster Sessions: The Power of Questions and Discussions
Islands, and Purdue University among others. I remember listening to two presentations from the Louisiana State University and immediately jotting down ideas for my work which stemmed
The following day, after collecting my registration package, I anxiously went through the conference programme in my booklet to verify my poster abstract and allotted session. After this, I wore my name badge which was stringed by mardi gras beads ... after all we were in New Orleans. I then placed an asterisk next to every session related to my work in
from their presentations. After that session, I remained to chat further with the presenters and exchanged contact information. Similarly, a lecturer at another university inquired about my work after reading and listening to me explain the details of my study using the poster and left contact information for further long-term communication.
sweet potatoes and other research interests such as cover crops, bio-stimulants, rooting investigations, service learning and student engagement. My journey began as I ventured to the oral and poster sessions on these topics. At these sessions, I listened, read and viewed intently as I heard exciting findings and methodologies which even stimulated
The Question Segment of an Oral Presentation at ASHS 2015(Photo Taken By Author)
Chrysallis Research Magazine I Page 54
Beyond The Poster and Oral Presentations of the American Society of Horticultural Science Conference, New Orleans
路.,
f
,-1':'路
.
'"
-
,
-~
-
.
by participating in tours, receptions/cocktails, dinners, workshops and oral
.I
!
' t
questions, discussions and interactions and
路 111
('-vi,1路 .u'. Ill .,.
with researchers and professionals through
and
poster
sessions.
01 ' 1
L_
Representing The University of the West Indies Cave Hill Campus at ASHS 2015 (Photo Taken By Ahmad Shah Mohammadi Sr.)
this
Maintaining Correspondence: Realising the Potential Benefits of Networking at Academic Conferences
methodological
The power of this networking is vital as
improvement ideas for my own work which
we prepare for a life of academia or other
was prompted by exposure to similar studies,
career endeavours.
sharing of my present research findings,
the graduate students and I are utilizing the
and addressing the questions posed to me
power of technology.
by my colleagues.
Another way to network
via email to ensure that we have resettled
with professionals in the research arena
to our campus sites and research projects.
is
sessions.
Maintaining these links will assist in building our
At this conference, I attended the career
network and enhance our professional lives,
workshop where my Curriculum Vitae (CV)
perhaps even creating career opportunities
was critically assessed and pointers given on
and collaborations on research projects.
how to improve and better present my skills
would encourage any graduate student to
and qualifications. Such workshops prove
share their research at these conferences
beneficial
establishment
as the experience is beneficial and a part of
of global contacts as the professor who
our growth as researchers in our respective
evaluated my CV left his business card with me
fields, as well as socially.
for future correspondence. Our conversations
research
continued at the Conference and Graduate
exchange contacts with the purpose of not only
Student Receptions where through this one
lifelong friendships but research opportunities
professor, I met five other graduate students
and partnerships.
and a professor who was actually recruiting
many events offered at the conference, to be
students for Assistantships at his university.
courageous and initiate conversations, ask
These conferences are not just ideal for
questions and socialize with fellow researchers
networking on an academic level but also on a
and professionals.
professional, career level. The key is to engage
great prospects.
Workshop and Social Events The
most
conference
to
rewarding was
attend
and
aspect
the
special
again
workshop
allow
of
findings,
Since the conference, We are communicating
I
It helps to share
hear similar work
and
The key is to attend as
The results can only hold
Chrysallis Research Magazine I Page 55
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
FACULTY RESEARCH About The Authors Dr. Angela T. Alleyne is a lecturer in Biochemistry at the UWI Cave Hill Campus and Chair of the Faculty committee on commercialization of research products and services (CoRPS). She is a researcher in DNA diagnostics of plant disease and is also the Coordinator of the MSc Biosafety programme. The MSc in Biosafety programme trains persons in the field of genetically modified organisms (GMO's). Dr Alleyne holds a PhD in Biology (yam anthracnose phytotoxin characterisation), an MPhil in Biology (purification and extraction of yam anthracnose phytotoxin) and a BSc in Biochemistry from The University of the West Indies. She also did a postdoctoral research fellowship at the University of Nebraska on molecular markers in bean rust. Dr. Coreen J Leacock lectures in Mathematics Education and Research Methods in the School of Education at the Cave Hill campus of The University of the West Indies. She is the Academic Coordinator of the Eastern Caribbean Joint Board of Teacher Education, the body that administers the initial teacher training programme in the region. She also coordinates the Graduate Research Seminar Series in the School of Education. Dr Leacock holds a PhD in Education and an MPhil in Educational Research, both from the University of Cambridge and a B. Ed (Hons) from The UWI. Dr. Tom Rogers is a lecturer in Renewable Energy at the UWI Cave Hill Campus. His research focuses on the use of clean energy systems for small island states. He is involved with teaching three courses on the Campus's Renewable Energy Management MSc programme, namely: Energy Sources and clean energy systems; solar energy, and; wind energy. He is an active member of the Barbados Renewable Energy Association, which promotes the transition to 100% renewables in Barbados. Dr. Rogers holds a PhD in Performance Assessment of Micro-wind Turbines in the Built Environment (Nottingham, UK), an MSc. in Renewable Energy Systems Technology (Loughborough, UK) and a BEng in Engineering Design and Appropriate Technology (Warwick, UK).
The Faculty of Science and Technology at Cave Hill has a rich history of research and
Cave Hill postgraduate students on this the first edition of their magazine.
innovation dating back to its establishment
Scientific research as a driver of economic
as a Faculty of Natural Sciences in the
growth in the 21st century is a common
1960's.
theme
Past
research These
strides
were
include
made the
and in
innovation several
of
both
nationally
and
internationally;
areas.
so it is timely that we re-visit this dimension
solar
of scientific research here at the UWI Cave
development of
stills for water distillation, solar heating for
Hill
drying of vegetables; the establishment of
environment where scientific research thrives
marine
is
environmental
research
through
campus.
The
21st century
more multidisciplinary and
academic
consists
of
the development of the MAREMP, later the
teams rather than the single effort of individual
CERMES
Sea
research scientists. The CoRPS in light of this
Turtle Project; and use of resistant varieties in
awakening and re-vision of research in the 21st
agriculture to fight plant disease; among many
century was formed to address ideas by all
others. The present and past scientists used
stakeholders on the manner by which we can
theoretical aspects of their scientific research
better communicate our research, services and
to assist the wider Barbadian and Caribbean
academic products to the wider community.
communities that they serve. It is therefore
The committee comprises faculty from the
quite fitting that the theme for this magazine, is
three departments Chair-Dr. Angela Alleyne
termed, "Awakening a Passion".
The Faculty
(Biological and Chemical Sciences), Dr. Paul
may be seen by some as a sleeping giant but
Walcott and Dr. Thomas Rogers-(Computer
it is now poised to reawaken and share its
Science and Mathematics) and also the Faculty
research again with the wider community. The
projects officer Ms. Natasha Corbin.
programme,
the
Barbados
recent initiative by the Dean of the Faculty, in
The committee has looked at efforts and
the establishment of committees to address
international best practice taken by Universities
commercialization
its
in recent years to commercialize their research
funding is a step in this direction. The Faculty
and products.Several new initiatives have been
committee on "Commercialization of research,
proposed ranging from the promotion of short
products and services" or CoRPS, as it is
technical courses, to the establishment of a
better known was formed in 2015. As Chair of
scientific museum, science faculty tours, to the
the committee we therefore congratulate the
development of custom software products.
of
research
and
Chrysallis Research Magazine I Page 57
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
~
All of these proposals, among others are
~ being discussed with the faculty leaders. ~. Nevertheless, the CoRPS has identified
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
challenges carefully
that by
any
need
to
be
university
considered making
this
paradigm shift to commercialize scientific research. These include adequate funding and effective management of the scientific research process and in addition, a careful analysis of the conflictual nature of commerce and academic endeavours need to be carefully managed in these circumstances. Therefore, tasked
with
this
initiative the
committee
undertook a SWOT analysis addressing areas of strength, weaknesses and opportunities in operationalizing these activities in the faculty.
These results are currently being
analysed and discussed.
The committee
and its stakeholders realize that the benefits to the faculty, the community and the region will be greatly enhanced by their efforts and are proud to be part of this exciting time and opportunity for the support of science once again.
It recognizes as a Science faculty
we are poised to reawaken "a light shining in the west" at The UWI Cave Hill campus in the newly rebranded Faculty of Science and Technology.
Chrysallis Research Magazine I Page 58
Congratulations! You made a decision to
universities it is a DPhil). The degree is usually
obtain a doctoral degree; you applied and
conferred on individuals who have completed
got accepted into a programme!
requisite course work and a substantial piece
you are: a graduate student!
Now here
And perhaps
wondering: what on earth was I thinking!
of academic research.
If
In their book How to Get a PhD, Estelle
this speaks to you, then you are not alone.
Phillips and Derek Pugh explain that when
Many PhD candidates at some point in time ask
you have a PhD you are expected to be
themselves that question. The answer often
knowledgeable in your field, able to contribute
lies in the reasons for your making the decision
to the development of the field and to gain
in the first place.
the respect of your peers through your
People have different reasons for pursuing
scholarly work.
This of course places a
a PhD: perhaps to hone their research skills or
serious responsibility on you. This means that
to be respected in the academic community or
by the time you have acquired your degree,
simply to have the title Doctor. Indeed, I know
you should have acquired the knowledge that
an individual who decided to pursue a PhD so
would allow you to speak with some conviction
that he could wear the puffy headdress worn
and authority on issues in your chosen field.
by some members of the academic community
So as you can see, though a PhD is a research
who hold this esteemed qualification! Whatever
oriented degree, you are expected to explore
the reason, you are probably determined to be
the field beyond the boundaries of your
successful!
research. This you can do by reading widely in
Now, doing a PhD, even under the best conditions, is no walk in the park!
But some
your research area and in related areas. What do you read:
Current research, issues and
have embarked on this journey with unrealistic
debates; as well as seminal works! You should
and na路,ve expectations, only to make things
immerse yourself in the literature of the field,
unnecessarily stressful. So, in the interest of
becoming familiar and knowledgeable; mull it
ensuring your success, and preserving your
over; interrogate other people's viewpoints;
sanity, I will here offer some friendly tips and
formulate your own position; and through
suggestions.
your research, provide empirical evidence on
Perhaps the first thing to which you should pay attention is the meaning of PhD.
PhD
stands for Doctor of Philosophy (in some UK
the basis of which you articulate conclusion, implications and informed opinions. It is this realisation that leads many to the "What on Chrysallis Research Magazine I Page 59
~
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
earth was I thinking?" question.
analytical approaches because they never
So, what can you do to ensure that you gain
did them before, and hence never learn to
the knowledge and skills that would make you
do these for themselves. They fail to acquire
worthy of the PhD degree that you intend to
the skills of planning and executing rigorous
earn? Here are some useful tips.
research that they can share with others in
- Always choose an area about which you are passionate. Do not allow anyone - friends, family or supervisors - to coerce you into a field in which you have no passion. There will come a time when the only thing that keeps you going on your journey to the PhD is that passion.
and the respected title of Doctor, you will be expected to be in possession of such skills
'
and to maintain the esteem of your peers,
you should demonstrate competence at conducting research. - Be prepared to share. A grave weakness
- Choose a piece of research that is do-able. Na路ive beginners tend to have lofty notions about what they want to do. It often sounds really great until they have to answer practical questions such as what data will you collect and from whom?
Students may hold on to
overly ambitious (and sometimes impractical) research
their field. After you have acquired a PhD
ideas, to their own
detriment.
Remember that your PhD research is training for the earth-moving research that you plan to carry out after you obtain your degree. You have a finite time to complete the work, so choose something that is worthwhile, interesting and do-able within the time and
among
some
PhD
students
is
their
unwillingness or inability to share their work within the academic community. shy!
Do not be
Take every opportunity to speak or
write about your work.
Find appropriate
conferences
you
at
which
can
make
presentations. Seek out avenues to publish in your field. It does not matter how interesting or potentially earth-shattering your research findings, if you do not "put it out there", it is useless.
It is like making a stunning outfit
and then hanging it up in the wardrobe.
If
no one sees it or wears it, its beauty and fine craftsmanship is wasted! Work hard to develop sharp research skills so that you can
resources that you have.
share your work with confidence. - Work to hone your research skills.
Some
students complete a PhD and leave with very little more than they brought to the endeavour. They read very little and consequently fail to develop critical reading skills, necessary for critiquing and producing good academic work.They avoid certain data collection and
- Don't take yourself too seriously.
Be
prepared to laugh at yourself and learn from your mistakes. No matter how earnest and prepared you may be, things can go awry quickly!
Equipment can fail! People can
refuse to cooperate! This is all part of the
Chrysallis Research Magazine I Page 60
PhD journey.
Be prepared to meet these
roadblocks with patience, creativity, and a sense of humour.
Allow yourself fifteen
seconds to feel sorry for yourself, do not wallow!
It may not matter that you falter;
that is expected along this journey.
What
matters is that you get up and move on. Have a good laugh (ok, and maybe a huge chunk of cheesecake!), then get on with your work. Think of the reward at the end! So, you are a graduate student! Now what? I say, embrace the challenge. Whatever you were thinking when you applied, whatever reason you
had for setting
out on this
adventure, see that as your destination, and enjoy the journey towards that ultimate goal.
Chrysallis Research Magazine I Page 61
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~~
The Caribbean has some of the highest
The high regional energy costs provide a fantastic opportunity for innovation and entrepreneurship within the energy sector. For Barbados, this is starting to become
total Gross Domestic Product on electricity
apparent, with significant progress in its solar
generation alone. This greatly inhibits regional
PV market (7.5MW installed in just 5 years),
development and impoverishes its citizens.
its electric vehicle market (over 100 EVs
Fortunately, the region has some of the best
imported in less than 3 years) and its lighting
renewable energy resources in the world.
market (widespread adoption of LED lighting
By way of illustration, suppose we have two
throughout the island). Emera Caribbean have
identical
systems
stated their desire to help the island transition
(Figure 1 ), one installed in Germany and the
to become an e-showcase for the world, with
other in Barbados. The electricity generated by
realistic prospects of a completely electric
the Barbadian PV system will be nearly twice
transportation system, industry leading energy
as much per year as the system installed in
efficient hotels, and plug-in cruise ships; all
Germany. Additionally, a wind turbine installed
powered from clean energy sources. Achieving
on the rural east coast of Barbados would
this would help eliminate the island's heavy
generate the same amount of energy as an
fuel import bill and save hard-earned foreign
identical wind turbine installed in the very best
exchange resources (Figure 2).
solar
photovoltaic
(PV)
offshore location in Europe. S0.45 '.E
~
Current level of PV installation
Germany - 470 Watts/cap ita Barbados - 26 Watts/capita
• C
1 i
- Germany
S0.25
..,~
S0.15
~
S0.0'5
•0 .!!
200
.!I
150 100
~
so
::.
~
~
250
~
:i:
- Barbados
300
fi c-
•
~ ....~
0 Jan
l
Feb Mar Apr May Jun
S0. 39
SO.«> S0. 35 S0.30
S0.20
>0.17
C ::I 50.11
S0.10
S0.00
50.2 5
50.24
FAC ($0.20/kWh)
+
5008
T
S0.09
C ::I
50. 10
S0.17
C ::I 50.12 50.o7
50.03
50.04
S0.03
S0.04
Onshore wi nd
Geothermal
Hydro
Biomass
Solar PV
Figure 2: Expected average lifetime cost of electricity from renewables compared with the Barbados Fuel Adjustment Clause (FAC) for 2014.
Jul
Aug
Sep
Oct Nov Dec
Figure1 : Output comparison of two identical PV systems, one in Germany the other in Barbados.
Chrysallis Research Magazine I Page 62
Research and development can play a
on solar PV performance in the Caribbean,
~
from ~
crucial part in this process with research
optimisation
opportunities in a wide variety of areas,
biodigesters, the effect of electric vehicles on ~.
including:
the Barbados electricity grid, and the future
• Technical:
How
can
clean
energy
technologies designed for cooler climates be adapted to our tropical climate? How do we get the most out of solar modules that are highly sensitive to elevations in temperature? Can biodigester designs be modified to the different types of feedstock and climatic conditions found in the Caribbean? What type of wind turbine blades work best for Barbados wind conditions? • Policy/Law: What policy or regulation or legislation works best to help transition towards 100% renewables? How can policy ensure that the island benefits the most from any transition? How can government, education
and
industry work
together?
How can policy act as a catalyst to allow innovation and entrepreneurship within the energy sector? • Economic: What incentives work best to promote the uptake of renewables? Which technologies
are
proven
and
hold
the
greatest potential to meet the economic, environmental and social needs of society? How do we finance this transition? This list is by no means exhaustive. As energy is so tightly wound into the very fabric of a society's existence, there really is a multitude of research opportunities in this area. Here at Cave Hill we are already conducting research
of
biogas
production
~
~ in Renewable Energy Management, students ~ must conduct a capstone research project. Some of the previous research topics include: ~ • Design and testing of an active cooling ~ system for a solar PV installation ~ • Willingness-to-pay study for renewable ~ energy in the Barbados water network • Distributed vs utility-scale solar PV systems ~ for isolated grids ~ • Study of micro-inverters vs string optimiser ~ systems for solar PV modules • Wind farm assessment of the planned ~ Barbados Green Energy Complex ~ • Biodiesel as a cost reduction strategy for the ~ campus vehicle fleet ~ • A study of energy efficiency awareness in Trinidad ~ • Impact of subsidies on the Trinidad energy ~ sector, and ~ • Energy production using microbial fuel cells ~ ~ ~ ~ ~ ~ I ~ impact of climate change on our region's
energy systems. As part of our MSc programme
Chrysallis Research Magazine Page 63
~
By
exploring
research
problems
~ applicable to local conditions, encouraging ~. partnership with local government and
~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
industry, and strengthening our research methods, the Cave Hill campus is making strong headway with developing its research capacity
into
clean
energy
systems.
You can keep up to date with all of our activities by following us on twitter here: https://twitter.com/UWICHEERE
Figure 3: 12 kWp solar PV system on the roof of UWI Cave Hill Physics block
Chrysallis Research Magazine I Page 64
Special Thanks Past Members: Jacinth Browne (Assistant Editor), Diana Weekes-Marshall (Assistant Editor), Nadia Corbin Babb, Elie Knaizeh and Nicora Stubbs Friends of the Magazine: Brendon Duncan (Graphic Designer - Logo, banner), Christopher Millar (Assistance with cover), Janell Allen (Assistance with graphics), Shakira Grannum (Proofreading of final draft) Campus Coordinators: Prof. Eddy Ventose (Cave Hill), Prof. Denise Eldemire-Shearer (Mona), Prof. Julie Meeks (Open Campus), Prof. Kit Fai Pun (St. Augustine) Administrative and Other Staff: Mrs. Gail Carter-Payne (Graduate Studies and Research, Cave Hill), Dr. Colin Depradine (Cave Hill), Dr. Jeanese Badenock (Cave Hill), Prof. Joseph Branday (Cave Hill), Dr. Maxine Gossell-Williams (Mona), Christianne Walcott (Cave Hill), M. Ingrid lton (Sidney Martin Library, Cave Hill) OSCAR, Office of Public Information (Cave Hill): Janet Caroo, Chelston Lovell, Lisa Yarde
Special thanks to all contributorsl
About Chrȳsallis
CALL FOR CONTRIBUTIONS
Chrȳsallis is a research magazine created by graduate students at The University of the West Indies, Cave Hill Campus.
2nd Issue THEME: “Awakening a Passion: Transitioning to a Research Culture”
The Purpose
Due Date: JANUARY 16TH 2016
To share the findings of research projects which are investigated in the Caribbean.
Submit To: editorchrysallis@gmail.com
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Sections include:
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