Michelle McPherson
Datos Biográficos
| ID | 5167552 |
|---|---|
| NOMBRE | Michelle McPherson |
| NOMBRES | Michelle |
| APELLIDO | McPherson |
| FIRMA | MCPHERSON M |
| AFILIACIONES | World Health Organization |
| ORCID | 0000-0003-2707-2138 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 2 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2024 |
| ÍNDICE H | 1 |
Frontiers of public service motivation research in Canada
The Canadian public sector employs around one‐fifth of Canadian workers; they are responsible for policy making, stewarding public funds, and serving the public. Canadian governments struggle with job satisfaction, engagement, retention, and turnover, all of which may be associated with public service motivation (PSM). We conducted a scoping review of Canadian PSM research to synthesize what is known about these associations in the Canadian conte…
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)
In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Throug…
Online Learning Experiences of Canadian Black Nova Scotians during Covid-19
Though school closures due to the COVID-19 pandemic affected all students globally, the effect was significantly more for students from marginalized and vulnerable communities. In Nova Scotia, Canada, the concern was the racial achievement gap that the education system is addressing through an inclusive education policy. The worry, especially for Black Nova Scotian students, was the online learning demands and the associated challenges. Through a…
The World Health Organization's Actions Within the United Nations System to Facilitate a Whole-of-Society Response to Covid-19 at Country Level
The coronavirus disease (COVID-19) pandemic highlighted that managing health emergencies requires more than an effective health response, but that operationalizing a whole-of-society approach is challenging. The World Health Organization (WHO), as the lead agency for health within the United Nations (UN), led the UN response at the global level through the Crisis Management Team, and at the country level through the UN Country Teams (UNCTs) in ac…
The World Health Organization's Frontline Support to Countries During the Covid-19 Pandemic in 2020
The World Health Organization (WHO) declared the SARS-CoV-2 outbreak a Public Health Emergency of International Concern (PHEIC) on January 30, 2020. WHO rapidly scaled up its response including through its 149 country offices to support Member States prepare for and respond to the COVID-19 pandemic. This article describes the frontline role of the WHO Country Offices (WCOs) and demonstrates that WHO utilized its existing country presence to deliv…
Remote learning experiences of African Nova Scotian households in Canada during the Covid-19 temporary school closure
COVID-19 pandemic led to temporary closures of public schools and increased need for technology to support students’ access to learning capabilities. The situation created enormous burdens for all education stakeholders with teachers struggling on how to package learning materials that are easily accessible to students at home, and parents struggling to structure a home learning environment to support their children. This research was conducted t…
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)
In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Throug…
Remote learning experiences of African Nova Scotian households in Canada during the Covid-19 temporary school closure
COVID-19 pandemic led to temporary closures of public schools and increased need for technology to support students’ access to learning capabilities. The situation created enormous burdens for all education stakeholders with teachers struggling on how to package learning materials that are easily accessible to students at home, and parents struggling to structure a home learning environment to support their children. This research was conducted t…
The World Health Organization's Actions Within the United Nations System to Facilitate a Whole-of-Society Response to Covid-19 at Country Level
The coronavirus disease (COVID-19) pandemic highlighted that managing health emergencies requires more than an effective health response, but that operationalizing a whole-of-society approach is challenging. The World Health Organization (WHO), as the lead agency for health within the United Nations (UN), led the UN response at the global level through the Crisis Management Team, and at the country level through the UN Country Teams (UNCTs) in ac…
The World Health Organization's Frontline Support to Countries During the Covid-19 Pandemic in 2020
The World Health Organization (WHO) declared the SARS-CoV-2 outbreak a Public Health Emergency of International Concern (PHEIC) on January 30, 2020. WHO rapidly scaled up its response including through its 149 country offices to support Member States prepare for and respond to the COVID-19 pandemic. This article describes the frontline role of the WHO Country Offices (WCOs) and demonstrates that WHO utilized its existing country presence to deliv…
Remote learning experiences of African Nova Scotian households in Canada during the Covid-19 temporary school closure
COVID-19 pandemic led to temporary closures of public schools and increased need for technology to support students’ access to learning capabilities. The situation created enormous burdens for all education stakeholders with teachers struggling on how to package learning materials that are easily accessible to students at home, and parents struggling to structure a home learning environment to support their children. This research was conducted t…
Canadian Nova Scotian Black learners in the Individualised Program Plan (IPP)
In the Canadian Nova Scotian education system, the Individualised Program Plan (IPP) is designed to support students for whom the public school programme curriculum outcomes are not applicable or attainable. Schools can also place students in IPP programmes based on their behaviour. For minority students, especially Blacks, evaluation reports indicate their over-representation in these programmes and, therefore, the need for this research. Throug…
Online Learning Experiences of Canadian Black Nova Scotians during Covid-19
Though school closures due to the COVID-19 pandemic affected all students globally, the effect was significantly more for students from marginalized and vulnerable communities. In Nova Scotia, Canada, the concern was the racial achievement gap that the education system is addressing through an inclusive education policy. The worry, especially for Black Nova Scotian students, was the online learning demands and the associated challenges. Through a…
Frontiers of public service motivation research in Canada
The Canadian public sector employs around one‐fifth of Canadian workers; they are responsible for policy making, stewarding public funds, and serving the public. Canadian governments struggle with job satisfaction, engagement, retention, and turnover, all of which may be associated with public service motivation (PSM). We conducted a scoping review of Canadian PSM research to synthesize what is known about these associations in the Canadian conte…
Political science (6 obras) · Public relations (5 obras) · Sociology (4 obras) · Business (3 obras) · Medicine (3 obras) · Nova scotia (3 obras) · Disability Education and Employment (2 obras) · Disaster Response and Management (2 obras) · Engineering (2 obras) · Gender Studies (2 obras)