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This paper reports on the findings of a multi-site qualitative case study research project designed to document the utility and perceived usefulness of weather station and imagery data associated with the online resource GeoVisage among northeastern Ontario farmers. Interviews were conducted onsite at five participating farms (three dairy, one cash crop, and one public access fruit/vegetable) in 2014-2016, and these conversations were transcribed and returned to participants for member checking. Interview data was then entered into Atlas.ti software for the purpose of qualitative thematic analysis. Fifteen codes emerged from the data and findings center around three overarching themes: common uses of weather station data (e.g., air/soil temperature, rainfall); the use of GeoVisage Imagery data/tools (e.g., acreage calculations, remotely sensed imagery); and future recommendations for the online resource (e.g., communication, secure crop imagery, mobile access). Overall, weather station data and tools freely accessible through the GeoVisage site were viewed as representing a timely, positive, and important addition to contemporary agricultural decision-making in northeastern Ontario farming.

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Mathematical competency in the profession of nursing has increasingly become a central focus as more nursing students appear to struggle with basic concepts of arithmetic, mental estimation, and critical reasoning. This paper highlights how one School of Nursing in Ontario, Canada implemented a Dosage Calculation Competency Test model which involved an online, self-directed, prerequisite approach to improve student mathematical competency and confidence. The purpose of this research case study was to document, through shared participant perceptions, the creation, implementation, and subsequent modifications to a Dosage Calculation Competency Test model in light of student needs and advances in online learning and assessment. The research design combined a quantitative survey of Year 1–4 nursing students, followed by a series of qualitative, semi-structured interviews with nursing students and program instructors. The study took place within a School of Nursing undergraduate program in Ontario, Canada. Forty-four participants, including students from all four years of the nursing program, completed the survey, followed by individual interviews with nine students and six faculty instructors. Survey (the open-response items) and interview data were analyzed thematically using ATLAS.ti (ATLAS.ti, Berlin, Germany). The authors recount the new DCCT model’s development, implementation, and subsequent modifications and further discuss student/instructor perceptions of learning types, math confidence, and competency. The paper concludes with a series of seven key recommendations for nursing programs.