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Talking hyenas and beanstalks
No full textThis book review was orginally published by The British Columbia Review: https://thebcreview.ca/2025/03/28/2491-leduc-mcfarland/Dana McFarland reviews Wild Life by Amanda Leduc (Toronto: Random House, 2025)
Spatial zoning of biosphere reserves: a methodological approach application to Dena Biosphere Reserve, Iran
No full textIran boasts a rich biodiversity and has successfully registered 13 biosphere reserves (BRs) based on existing national protected areas. The three-zone zoning system is crucial for achieving the multifaceted objectives of BRs. However, previous zoning studies in Iran have largely relied on existing management plans for national protected areas, often falling short of meeting the specific needs of BRs. This research aims to address the challenges associated with effectively zoning Iran's BRs. By employing a combination of documentary analysis, surveys, inferential statistics, and multi-criteria decision-making techniques, this study refines the definitions of the three zones (core, buffer, and transition), develops a participatory process for establishing zoning criteria, and proposes a mathematical model to determine the optimal area of core zone. The proposed model suggests that the core zone should ideally constitute between 5% and 20% of the total BR area, with specific mathematical relationships defined for each BR. Eleven criteria for the core zone, nine for the buffer zone, and six for the transition zone were identified, each linked to specific spatial indicators. These criteria are designed to be adaptable to different BRs across the country. A decision-making algorithm based on a mathematical model for triple zoning was developed. To validate the proposed framework, the Dena Biosphere Reserve was selected as a case study. The findings of this research provide a valuable tool for improving the management and conservation of biosphere reserves in Iran
Transparency in gender discrimination: Comparing experiences of victimization, discrimination, and mental health outcomes in Canadian cisgender and trans* LGBTQIA+ university students
No full textPosterThe current study investigated how mental health and discrimination experiences vary between Canadian LGBTQIA+ cisgender and trans* postsecondary students
Empowering educators: an ADHD toolkit of information and effective strategies for creating inclusive classrooms
No full textResearch demonstrates that students diagnosed with attention deficit hyperactivity disorder (ADHD) commonly experience behavioural and academic challenges at school (Johnson & Reid, 2011). Significant executive function deficits result in working memory, cognitive shifting, and inhibition impairments which negatively impact academic and behavioural achievement for students with ADHD. The literature on ADHD suggests that teachers in general education classrooms may lack knowledge about ADHD symptoms specific to classroom learning, and it highlights the need for a targeted intervention tool that contains effective strategies and resources that teachers can use for supporting students with ADHD. This mixed methods study examined what teachers know about ADHD, the strategies that they use to support students with ADHD, and the resources that teachers need to increase academic achievement academic achievement for ADHD learners at school effectively. Thirty teachers from British Columbia participated in this study. They were asked to complete anonymous surveys to assess their ADHD knowledge and self-efficacy supporting students with ADHD in the classroom. Survey results showed gaps in teacher knowledge about classroom symptoms of ADHD and highlighted the need for more classroom support, and practical ADHD strategies that can be implemented as part of a daily teaching practice. This research informed the creation of an ADHD toolkit that contains targeted information about ADHD, practical strategies that can be used in any general education classroom, and additional resources for continued learning about the disorder. Implications for education and recommendations for future research are discussed
The Importance of Cultural Ecosystem Services Provided by Collective Gardens in Geneva, Switzerland
No full text2025Collective gardens (CGs), also known as community gardens in North America, provide cultural ecosystem services (CES) to their membership. CES are the non-material benefits people obtain from nature. They include recreation, aesthetic enjoyment, physical and mental health benefits, and spiritual experiences. The objectives of this research were to determine which CES are obtained by CG members and which CES were impacted by Covid-19 in Geneva, Switzerland. To accomplish the objectives of this research, qualitative, semi-structured interviews took place with five members of collective gardens in Geneva. Building upon the themes presented by membership through the interview process, a quantitative survey was then distributed to 41 collective gardens and their membership across the canton. The survey received participation from 27 people with representation from across five CGs. This was done to inform a more comprehensive understanding of the CES provided by these urban spaces. CES were the most highly ranked ecosystem service (ES) provided to CG membership. Three primary CES were indicated as most obtained by collective garden members: connection to nature, mental health, and connection to food (including the satisfaction associated with the process). The three primary CES impacted by Covid-19 were connection to nature, mental health, and aesthetic enjoyment. This research provides a vital assessment of the communities surrounding CGs in Geneva, Switzerland, and the CES provided by these spaces. This research fills a gap in existing research pertaining specifically to CES of CGs in Geneva
Assessing the Risks Posed by Metal Contamination to Environmental and Human Health in Millstream Creek, Canada
No full text2025Potential metal contamination originating from race cars at an abandoned raceway in the region of Millstream-Langford on Vancouver Island is hypothesized to pose a risk to environmental and human health. This thesis uses Millstream Creek in the City of Langford as the study region for assessing whether the concentration of metals in sediment exceed federal and provincial guidelines for the protection of environmental and human health. Twenty-nine sediment samples were collected along Millstream Creek, which were then analyzed with an x-ray fluorescence spectrometer to identify the concentrations of metals contained within them. The results of the study indicated that sediment samples adjacent to the race track had higher statistically significant concentrations of copper and nickel. Similarly, the pH of the water was found to be higher. The study’s conclusion is that the analyzed metals pose no significant risks to environmental or human health, refuting its null hypothesis
Analyzing the interplay between wildfire burn areas, precipitation patterns, and tree cover change: A study in Mato Grosso, Brazil (2002-2021)
No full textThe Amazon rainforest's distinctive ecosystem is threatened by new difficulties posed by climate change and increased wildfire occurrences, particularly in Brazil's Mato Grosso. This study explores the relationships between forest cover dynamics, precipitation patterns, and wildfire burn area over 20 years, from 2002 to 2021. This study will utilize NASA's Vegetation Continuous Fields (VCF) dataset to explore variations in tree cover percentage throughout Mato Grosso, contrasting these with yearly precipitation figures from the Integrated Multi-satellite Retrievals for GPM (IMERG) dataset and the Burn Area data derived from NASA's Terra and Aqua satellites (MCD64A1 Version 6). The research seeks to explore the impact of variations in rainfall on forest coverage and its role in increasing wildfire risk, especially during prolonged droughts or severe dry periods
The Lived Experiences of Safety and Insecurity of Street Children in Masaka, Uganda
Full text link2025This explorative research provides insight into how street children in Masaka, Uganda, experience safety and insecurity. It proposes that if policymakers and communities understand how children make meaning of their lived experiences, they can better inform protective measures, agency, and support. Providing street children with a safe space to voice their needs offers potential solutions and promotes opportunities for belonging. The project employed a qualitative approach focusing on a small sample size of six street children. Centred on phenomenological inquiry, the research encompassed theoretical underpinnings of an ecological systems model of child development and concepts of identity. Participatory action-based research allowed for a cross-sectional approach using interviews, art-based methods, group work and observations. These tactics delivered rich data highlighting everyday needs, interests and experiences to provide a safe space for street children to have agency and inclusion. The study may assist future research in bridging the gap between pre-existing policy intent and actual outcomes.
Findings demonstrate that child participants lived experiences affected their ability to create healthy trusting relationships, a sense of belonging, and a connection to their community. This contrasted with their identity and required needs to survive on the streets. The most important data presented in the analysis is the need to be heard; it became apparent that the children lacked a voice. In addition, there appeared to be a conflict between community and caregiver expectations and the children’s ability to meet their need for safety. Intersectional and culturally relevant understanding of values, thoughts and beliefs conflicted with survival needs on the streets. Consequently, it inhibited a sense of connection, belonging and communication.
Keywords: Children, safety, security, living on the streets, identity, Phenomenolog
Understanding How Impact Investing Can Transform Canada’s Post-Secondary Sector: An Intermediary Typology
Full text link2025In Canada, availability of quality post-secondary education is not a problem. However, equitable participation is. Underrepresented learner populations including Indigenous peoples, immigrants, low socioeconomic and single parents participate at rates well below Canada’s population (aged 25 to 64 years) participation rate of 54%. Situating impact investing as a mechanism to address this inequity in post-secondary participation rates in Canada, I first focus on understanding why impact investing is not currently used in the higher education space by exploring what institutional conditions are preventing the use of impact investing. Next, conditions poised to enable impact investing and how these institutional conditions can be transformed are explored to facilitate use of impact investing as a potential solution. Most importantly, drawing on this context, I address the role of an intermediary in bridging the supply of impact investment and post-secondary institution demand for funding with the theoretical conceptualization of an intermediary typology of ideal types. To gain insight into how impact investing could be implemented to affect participation rates, 25 semi-structured interviews were conducted with 13 Canadian college and university presidents and senior administrators and 12 social finance ecosystem actors including government executives, impact fund presidents and executive directors. Findings comprise two systemic institutional conditions contributing to limiting underrepresented populations’ participation rates: grade-point average (GPA) as the dominant admissions criteria, and a profound inertia of entrenched colonialism. Also, the findings identify enabling conditions which include: 1) external pressure as triggering potential for transformation, 2) the imperative of access as a core institutional value, 3) a case for building organizational capacity, and 4) the need for social impact investing market infrastructure in the higher education sector. With this contextual frame, findings culminate in an intermediary typology of ideal types being the Leveraged Traditionalist, Informed Specialist and Relational Collaborator. This dissertation argues that these different types of intermediaries have distinct functions and deliverables and play an important infrastructure role in the development of impact investing field. The study finds that the Relational Collaborator is the most promising intermediary type for achieving transformational and scalable results. Opportunities for future research stem from the provision of a standard impact investing intermediary typology to examine across various sectors facing other wicked social problems and to advance a broader or evolving typology globally
Implementation of British Columbia's applied design, skills, and technologies (ADST) curriculum in elementary public-schools: Tensions and transformations
No full textThe book chapter was published as: Simms, W. (2025). Implementation of British Columbia's applied design, skills, and technologies (ADST) curriculum in elementary public-schools: Tensions and transformations. In C. Smith & L. Schnellert (Eds.), Research in teacher leadership in Canada: Transformative and contextualized agency (pp. 329-362). Canadian Association of Teacher Education. https://hdl.handle.net/1880/120508In 2016, British Columbia (BC) began implementing a redesigned curriculum aimed at educating students for the 21st century and in so doing introduced the new Applied Design, Skills, and Technologies (ADST) curriculum. ADST is an experiential, hands-on program of learning that emphasizes the design thinking process and cross-curricular approaches. The purpose of this study is to describe how the ADST curriculum is being implemented in BC public elementary schools and teacher education programs. Engeström’s (2001) cultural historical activity theory (E-CHAT) was used as the theoretical framework, as it supports researchers in identifying the tensions and transformations in collective professional activities during times of change (e.g., during curricular reform). An activity system model was created to guide the development of a survey with both Likert-type and open-ended questions. Respondents were 670 elementary public-school teachers from at least 53 of the 60 school districts across BC. The results showed that the ADST curriculum-in-action is fostering core competencies and problem-solving skills in students. However, a tension that emerged from this study was the uneven implementation of the ADST curriculum due to the lack of training, support, resources, and time for professional learning and collaboration. Of note was pre-service teacher’s low engagement with the ADST curriculum during their teacher education program. Nevertheless, teacher librarians emerged as ADST leaders in many BC public elementary schools in ways that directly addressed the “lack of.” While the term leadership was not used to describe their support, teacher librarian practices aligned with those of transformational leaders