VIURRSpace (Royal Roads University and Vancouver Island University)
Not a member yet
25170 research outputs found
Sort by
Measurement of diacetyl and related compounds in coffee roasteries and breweries
No full textThis is a pre-copyedited, author-produced version of an article accepted for publication in Annals of Work Exposures and Health following peer review. The version of record, Davey, N.G., Richards, L.C., Davidson, J., Michalchuk, T., Gill, C.G., Krogh, E.T., & Simpson, C.D. (2022). Measurement of diacetyl and related compounds in coffee roasteries and breweries. Annals of Work Exposures and Health, 66(5), 618-631, is available online at: https://doi.org/10.1093/annweh/wxab101α-Diketones such as diacetyl (2,3-butanedione) and 2,3-pentanedione are generated during the roasting and fermentation of foods and are also used as flavoring compounds. Exposure to these compounds has been associated with obliterative bronchiolitis in workers. We report indoor air concentrations of diacetyl and 2,3-pentanedione, as well as acetoin (3-hydroxy-2-butanone), in several small coffee roasteries and breweries using standard integrated air sampling sorbent tubes followed by gas chromatography tandem mass spectrometry as well as the first use of on-site continuous real-time proton-transfer reaction time-of-flight mass spectrometry (PTR-ToF-MS). Diacetyl and 2,3-pentanedione were detected in most of the sorbent samples at concentrations between 0.02 and 8 ppbv, and in general were higher in coffee roasteries compared with breweries. Three integrated air samples, all from the barista area at one facility, exceeded the NIOSH recommended exposure limit (REL) of 5 ppbv for diacetyl. 2,3-Pentanedione concentrations in these three samples were greater than 50% of its REL, but did not exceed it. Acetoin, a precursor to diacetyl, was also detected at concentrations between 0.03 and 5 ppbv in most sorbent tube samples, with concentrations generally higher in breweries. PTR-ToF-MS measurements exhibited similar trends and provided continuous real-time volatile organic compound data that showed episodic excursions with peak concentrations of diacetyl and 2,3-pentanedione between 15 and 20 ppbv. Examination of the time series data identified specific activities associated with peak diketone emissions, including transfer of freshly roasted coffee beans to the cooling tray, or the opening of a brew kettle. Additional indoor air quality parameters including CO2, NO2, and PM2.5 were also assessed on-site. Airway inflammation was assessed in 19 workers before and after each work shift using online measurements of fractional exhaled nitric oxide (FENO). The pre-shift mean FENO was 3.7 (95% confidence interval: −3.6, 11.0) ppbv higher and the post-shift FENO was 7.1 (−1.9, 16.1) ppbv higher for workers at coffee roasteries compared with breweries. The cross-shift change in FENO was 3.4 (−2.8, 9.6) ppbv higher for workers at coffee roasteries compared with breweries. However, none of these differences were statistically significant, and the cross-shift change in FENO was not statistically different from zero for either group of workers. The findings from this pilot study demonstrate that α-diketones and related compounds are present in the indoor air of both breweries and coffee roasteries and may exceed health protective guidelines in coffee roasteries. Additional studies are required to fully characterize worker exposures in these settings and to identify specific work activities and processes associated with high exposures. Engineering controls, including targeted exhaust ventilation and the use of low-cost sensors, are recommended as an approach to protect workers from exposure to hazardous levels of α-diketones.https://viurrspace.ca/bitstream/handle/10613/26469/GillKroghAWEH2022.pdf?sequence=3Funding and support for this project have been provided by the National Institute of Environmental Health Sciences (grant number P30ES007033). Support for LR and JD was also provided through the Natural Sciences and Engineering Research Council of Canada (NSERC Discovery Grant 2016-06454). The mobile mass spectrometry lab was made possible with funding from the Canada Foundation for Innovation (CFI32238) and the British Columbia Knowledge Development Fund.Post-print versio
What is their role? Assessing the perceived roles and responsibilities of Education Assistants by school professionals including Education Assistants themselves
No full textThe purpose of this research study was to examine how the roles and responsibilities of education assistants are perceived by classroom teachers, administrators, special education teachers, and education assistants themselves. Participants were recruited from a single school district located British Columbia, Canada. Participants included classroom teachers, administrators, learning support teachers and education assistants of varying age and years of experience. Quantitative and qualitative data was collected through survey research, which consisted of an array of open and closed-ended questions pertaining to the roles and responsibilities of education assistants within their district. Data was then analyzed using descriptive statistics as well as open-ended questions being assessed for common themes. Results were mixed depending on each specific survey item, with some indicating a general consensus amongst participants and others showing variability. This suggested an overall sense of confusion and contrast towards the roles and responsibilities of education assistants from all school staff, regardless of professional title. Several specific survey items did show a correlation between professional title and response, showing a participant’s professional role did affect their perceptions on EAs in certain circumstances, however, small sample sizes and inconsistent results do not allow for this to be a generalizable statement. The outcome of this study points towards the need for clarifying intervention for school professionals on the roles of education assistants, the tasks they are responsible for, and how to effectively use them in our schools.https://viurrspace.ca/bitstream/handle/10613/25755/Ottosen.pdf?sequence=3&isAllowed=
Trauma, resilience, and teaching: one educator’s path in remote Canadian Indigenous communities
No full textThere is limited research on the challenges faced by teachers in remote rural and northern Canadian Indigenous communities. The current Currere-based study is a first-person retrospective account of my career long experiences, from my years as a newly qualified teacher from southern Canada reflecting on having experienced cultural discombobulation, social shaming and stigmatization, student suicide, a gunman in the school, healing and resilience in several northern communities, through the lens of memory and reflection. Within the context of looking at both those events and the person who experienced them, it addresses the question- "How have compassion fatigue and PTSD impacted my life, wellbeing and teaching practice?" Personal reflections and memories are examined to see where they fit within the existing literature. Topics include the emergence of trauma and its different aspects as a recognized disorder, trauma-informed care, historical trauma and Indigenous peoples, residential schools and reconciliation, teacher resilience, traditional Indigenous practices, and the current state of northern communities and available resources. The study’s findings highlight the need for greater awareness and provision of human and financial resources to address the underlying conditions causing the trauma at the personal and community level. The recommendations encourage trauma reduction through interventions at all levels which may contribute to healthier work environments, students, and teachers.https://viurrspace.ca/bitstream/handle/10613/25750/Manuel.pdf?sequence=3&isAllowed=
Strategies for utilizing a learning management system to create robust and interactive, fully-online secondary math courses to increase student motivation and engagement
No full textAs online learning continues to grow in popularity and becomes increasingly necessary with the spread of Covid-19, it is crucial for educators to offer well-developed courses that meet the requirements of their learners. A well-designed online course can enhance learning and enable students of all needs and abilities to succeed. For the most part, Open Source, senior-level Mathematics courses that are found online today lack variety and motivating content. However, motivation is essential for a student's success as it guides their actions and fosters engagement. The literature shows that for learners of Mathematics to be successful, Mathematical self-efficacy and a positive mindset are necessary. The purpose of this Process Paper was to utilize existing research and technologies to address the Critical Challenge Question, 'How can a Learning Management System be utilized to create robust and interactive, fully-online secondary Math courses to increase student motivation and engagement?' A comprehensive Literature Review and utilization of Insturcture’s Canvas Learning Management System (LMS) has contributed to the creation of a fully online, asynchronous Pre-calculus 12 course based on British Columbia’s current curriculum. Using a modularized learning approach, the aim of creating this course was to provide Maple Leaf International School (MLIS) secondary students the opportunity to learn in a well-designed, accommodating, and flexible environment that offers a means to develop self-efficacy with regard to successful learning in Mathematics.https://viurrspace.ca/bitstream/handle/10613/25699/Swan.pdf?sequence=3&isAllowed=
The role and contribution of educational activities in UNESCO mountain biosphere reserves
No full textThe provision of educational activity in BRs is officially guided by Education for Sustainable Development (ESD), a UNESCO endorsed education programme. However, the independence accorded to BRs, and the diversity of circumstances they represent, mean they also innovate educational activities to reflect local characteristics. In addition, the ways in which Mountain Biosphere Reserves (MBRs), specifically, implement educational activity is less well known. This research, therefore, was conducted with the aim of exploring and understanding the role and contribution of educational activities in MBRs, with reference to the influence of institutional and local factors. For this study an online survey was conducted in 2021, with staff from 43 MBRs, from 23 countries, and followed up with 10 qualitative interviews. All data were collected from staff based in MBRs who have knowledge and/or experience of delivering educational activities to local audiences. Survey questionnaires were conducted in English, Spanish and Portuguese, and interviews were conducted in English. Results indicate that MBRs provide a diverse range of educational activities, and that outdoor experiential learning, with small audience groups, is viewed as the most effective approach. While educational aims and objectives are largely aligned with ESD guidance, some are adjusted to reflect the characteristics of the MBR, local land use and the needs of local communities. Educational content is sourced and customised independently by MBR staff, though there is widespread request for a UNESCO MAB educational content platform. Increasing knowledge and understanding is prioritised over behaviour change, and targeting behavioural change relating to local land use is more tangible than when associated with climate change, which remains a complex framing challenge. Insufficient funding is identified as the primary inhibitor of more effective educational activity, in particular for MBRs from lower income countries.https://viurrspace.ca/bitstream/handle/10613/25737/3-EducationalActivities.pdf?sequence=
Deconstructing colonial practices in the Federal Public Service
No full textAs a Government of Canada priority, Reconciliation has become a common topic among Federal Public Servants. However, how many know what Reconciliation means and looks like? Many examples indicate that governments, academia, and the private sector are making efforts to implement the Truth and Reconciliation Commission’s Calls to Action. In this paper, Reconciliation, decolonization, and the use of Indigenous knowledges in the Public Service are explored. The focus is on how Executives, deemed to be positional leaders in the Public Service, can deconstruct colonial practices and take meaningful action toward Reconciliation. Based on the research and data collected from Federal public servants, barriers were identified and recommendations that Executives can implement to become Reconciliation leaders in the Public Service. The research indicates that far too many public servants remain ignorant of Indigenous Peoples’ reality despite Canada’s commitment to implement the Truth and Reconciliation Commission’s Calls to Action. Executives ignorant of these realities can create barriers that hinder Reconciliation efforts. Further, the Public Service system and its culture also hinder Reconciliation. These factors make for a challenging work environment for Indigenous public servants and negatively impact relationships with Indigenous Peoples. It was concluded that Reconciliation has become politicized, decentering Indigenous Peoples from the narrative. Unfortunately, the Public Service cannot effectively address large-scale change efforts like Reconciliation; however, Executives play a critical role in influencing change in the system as they set the tone and culture in the organization. Therefore, they are a vital ingredient in the success or failure of Reconciliation in the Public Service. Decolonization of the Public Service is also a necessary step toward Reconciliation, which includes a culture change inclusive of Indigenous knowledges. It is recommended that clear direction by the Clerk of the Privy Council to the Public Service on Reconciliation would spur Executives into action to decolonize the Public Service creating a culture shift that normalizes Reconciliation and the utilization of Indigenous knowledges in the workplace. Adopting new leadership skills, including non-Western and Western theories, will support Executives in their Reconciliation and decolonization efforts. Actions such as these create a safe and inclusive environment for Indigenous public servants while also improving the relationship with Indigenous Peoples more broadly
The impact of human-dog bonds on sense of place
No full textThis study used a photo-ethnography mixed method to determine how participants' sense of place is impacted by their relationships with their companion dogs. Study participants submitted photos and joined semi-structured interviews to share the ways their dogs shape their experiences of meaningful places. The results revealed that participants perceived that their human-dog relationships enabled them to be more deeply aware of their surroundings, and reflective about changes that occur within themselves and those places. These findings expand the concept of sense of place to include how a person’s sense of place is shaped by their own perceptions and experiences of natural and built environments, and also by their relationships with other sentient life. This work highlights the importance of considering how best to create, use, and value outdoor spaces that are shared between people and their dogs as a means to foster environmentally responsible engagement
Inclusive learning in cosmic education: towards a convergence of Montessori pedagogy and Indigenous epistemology
No full textIn response to the Calls of Action of the Truth and Reconciliation Commission Report (2015) it is essential that teachers and administrators of post-secondary and K-12 schools from across Canada, in both the public and independent sectors, develop programming and curriculum inclusive of Indigenous Knowledges and cultural content. Decolonizing education is a significant part of reconciliation and must be undertaken before meaningful engagement with an Indigenized curriculum is possible. A complex and involved process, decolonization rejects traditional narratives and learning systems that perpetuate misrepresentations of Indigenous Peoples and their histories. Indigenization involves the assertion of Indigenous Knowledges and practices into educational experiences for both Indigenous and non- Indigenous learners. As an internationally respected pedagogical method, Montessori education is based on a holistic and experiential child-centred teaching philosophy that is widely adaptable to diverse settings and cultural contexts. This thesis aims to identify how Cosmic Education, the Montessori program and curriculum developed for primary school-aged students (6-12), can support and encourage inclusive learning strategies specific to Indigenous learning needs. It is an attempt at laying a framework for integrating key characteristics of Indigenous Knowledge with core Montessori pedagogical principles.https://viurrspace.ca/bitstream/handle/10613/26074/Brownie.pdf?sequence=3&isAllowed=
Finding Arcadia : ecological agriculture and the art of being in community
No full textHumanity’s future is dismal as long as it continues to exist devoid of community with each other and with Nature as a whole. To better observe being-in-community, this study analyzed ecological agriculture, a practice in which the well-being of the farmer is reciprocally tied to that of the land, as analogous to the more comprehensive relationship between humans and Nature. This study used photo elicitation, a method which integrates photographs by and interviews of the five participating ecological farmers, and a phenomenological lens to discern the convivially physiological art of being-in-community: listening to all voices as equal and possessing value and contribution; making room for chaos, the unexpected; learning, from a place of not-knowing; where the inevitability of impermanence is embraced, incorporated, reconstituted as a simultaneity of what was, what is, and what will be; where the quintessence, self, reconciles paradox, crystallizing diversity into the unity of community
A reinterrogation of South African child welfare discourse: A case for decolonisation?
No full textThis is a pre-copyedited, author-produced version of an article accepted for publication in The British Journal of Social Work following peer review. The version of record Schmid, J. (2022). A reinterrogation of South African child welfare discourse: A case for decolonisation? The British Journal of Social Work, 52(5), 2437-2454. is available online at: https://doi.org/10.1093/bjsw/bcab222/.Relying on discourse analysis and critical social work, this article explores the relevance of a decolonisation discourse to South African child welfare. A child welfare discourse of coloniality emerges from Australia, New Zealand and Canada. This emphasises the role that colonisation has played in eradicating indigenous persons or alternately assimilating subjugated populations to Western norms and sensibilities and maintains that coloniality persists in contemporary child welfare. South African child welfare has not been explicitly problematised as furthering coloniality. There have been transformation efforts post-apartheid relating to the legislative/policy environment and increasing racial representation and community-based access. However, the colonial and apartheid roots of South African child welfare persist in impacting child welfare, particularly by overriding local ways of being. A decolonisation discourse is needed to identify the various ways in which the child welfare system replicates colonising processes and how these can be interrupted. To do so, the individualised, intrusive, punitive, statutory Child Protection discourse must be replaced, structural issues prioritised, intergenerational and contemporary trauma centred, liberatory indigenous child-rearing practices privileged and local knowledges curated and used to inform the child welfare process.Accepted manuscrip