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DECONSTRUCTING AN ANTHROPOCENTRIC VIEW: DRAWING ENTANGLEMENTS
No full textThe research done during my MFA program at Emily Carr University has focused on finding strategies in the arts that reveal unseen entanglements between human and nonhuman beings and how the ‘act of being seen’ can bring about changes in human-centric dominated systems. I invite the viewer to re-think and re-imagine our social reality, while becoming aware of the complexities of deconstructing an anthropocentric worldview, and the predicament of precarious populations(1) and the inevitability of extinction cascades. The artwork aims to engage the viewer to be mindful of the issues that arise out of the precariousness of our times that shape our shared conditions of living. I have been drawn to explorations that meld and transform materials that allude to “intra-actions” and “new becomings” by creating images on an overhead projector. Documenting degradation over time allows people to notice the changes instead of accepting them as the norm. The processes and materials used in the works I have created evoke a sense of living/dying bodies, tensions and entanglements, oppressed voices overwhelmed by dominant ones, and, through the themes of absence/presence, communicate the global loss of living species. A few strategies explored through my artwork include a shift in perspective, a change in experiencing time, re-membering presences and documenting traces. These approaches raise questions around memory, loss, and the possibilities of re-making in the present with the acknowledgement of other beings, with the hope that in thinking differently will bring about a shift towards compassion and an awareness of everyone’s responsibility in this collective trouble.Extinction cascadesEntanglementsHumanNon-humanPrecarious populationsRepresentatio
Overview of Cloud Computing
Get PDFThis book (updated Version 1.3) serves to fill a void in introductory textbook on cloud computing publishing. The target audience are readers with some technical background that are also interested in the business aspects of cloud computing. The book intentionally does not focus on technical details and does not include step-by-step instructions in order to avoid becoming obsolete too quickly. While new tools and concepts are sure to continue to come up at a rapid pace, the bulk of the book should remain true and useful for a number of years. Examples are usually based on the Google Cloud Platform, but the principles covered in the book are equally relevant to users of other cloud platforms.Published
Vegetation recovery on abandoned road segments of Highway 16 in northwestern British Columbia
No full textVegetation recovery on abandoned road segments of Highway 16 in northwestern British Columbia were examined across a climate gradient. The time since road abandonment ranged from 16 to 57 years on sites sampled. Plant cover on asphalt roads was compared with that found on gravel road shoulders using paired t-tests. Plant cover by growth form was further evaluated in response to climate and other environmental predictor variables using multiple regression ‘best fit’ models. Plant community ordination analysis using nonmetric multidimensional scaling was conducted to describe patterns across study sites in species space along environmental gradients. Key drivers of current plant community composition include time since road abandonment, road substrate type, and several different annual
climate variables. The best predictor of vascular plant cover and total plant cover was time since road abandonment, but plant community composition was strongly driven by the coastto-interior climate gradient. Non-vascular cover was more abundant on asphalt roads compared to gravel substrates. Woody plant cover was greatest on gravel shoulders compared to gravel or asphalt road centers. Exotic plant cover was negatively correlated with mean annual relative humidity. Plant diversity and species richness were not driven by the climate gradient but instead reflected more site-specific environmental variables. Primary succession on abandoned roads in this study area may be constrained by continued anthropogenic disturbance post-abandonment
Unreliable Reflection
No full textTRADE-OFF
This series of prints is modeled on exchange, partnership, trust and giving. Artists worked in teams of two and printed editions for a fellow team of two: working together to ink, print, prep paper, and troubleshoot to make a quality edition for their peers. The resulting images are intrinsic to the theme, Trade-Off.
These printed works were created as part of the special topics course – PRNT 305 – Patio Press X Emily Carr and were exhibited in the exhibition Pressed Together, at Emily Carr University of Art + Design in the Michael O’Brian Exhibition Commons Gallery, October 10 - 28, 202
Why we need a new normativism about collective action
No full textWhat do we owe each other when we act together? According to normativists about collective action, quite a bit. They contend that collective action inherently involves a special normative status amongst participants, which may include obligations to do one’s part, to take due care for expectations generated in other participants, and even to faithfully follow through on others’ intentions. By contrast, non-normativists argue that some collective actions do not involve any special normative relations. Here, we build on recent empirical work whose results lend plausibility to a normativist account. Our present studies investigate the specific package of mutual obligations associated with collective action.</p
Community site assessment for sustainable and resilient cities (LEED)
No full textWelcome to your role in an international mission. This mission is dedicated to expanding educational access and championing student empowerment through "open pedagogy." In this approach, you, as a student, are at the heart of an engaging, collaborative learning environment, with the freedom to access your educational journey. What is this mission's ultimate goal? To heighten social justice in our community, promoting the free exchange of knowledge and work. Under the United Nations Sustainable Development Goals (SDGs) framework, this renewable assignment paves your path to becoming an agent of change within your community. Prepare to embark on this transformative journey.
For this work, we will integrate the disciplines of Geography, Language, Culture, Rhetoric, Composition, and the Teaching of English to achieve the primary goal of responding to SDG #4: Quality Education. Within this SDG we will focus on the specific target 4.7: “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” This assignment also focuses on SDG #11: Sustainable Cities and Communities.Not peer reviewedassignment guidelinesUN Sustainable Development Goals Open Pedagogy Faculty Fellowshi
Disarming body aesthetics. Critical Inquiry: Finding and defining standards of beauty that are inclusive across disciplines
No full textWelcome to your role in an international mission. This mission is dedicated to expanding educational access and championing student empowerment through "open pedagogy." In this approach, you, as a student, are at the heart of an engaging, collaborative learning environment, with the freedom to access your educational journey. What is this mission's ultimate goal? To heighten social justice in our community, promoting the free exchange of knowledge and work. Under the United Nations Sustainable Development Goals (SDGs) framework, this renewable assignment paves your path to becoming an agent of change within your community. Prepare to embark on this transformative journey.
For this work, we will integrate the disciplines of English, Game Studies, Humanities, Storytelling, and Biology to achieve the primary goal of responding to SDG #16: Peace, Justice and Strong Institutions. Within this SDG, we will focus on the specific target 16.b: “Promote and enforce non-discriminatory laws and policies for sustainable development.” This assignment also focuses on SDG #10: Reduced InequalitiesNot peer reviewedassignment guidelinesUN Sustainable Development Goals Open Pedagogy Faculty Fellowshi
Game-based learning as an interruption to the curriculum-as-plan : a hermeneutic phenomenological approach to fostering teaching and student dialogical identity in Dungeons and Dragons
No full textThe purpose of this inquiry is to explore the impact of game-based learning upon student identity as related to issues of academic engagement, intrinsic motivation, social inclusion, and self-efficacy. This thesis is the result of continuously evolving and finding who I am in relation to other people and the world. Curriculum is co-constructed between teacher and student and must achieve a balance between the curriculum-as-plan and curriculum as lived experience. Identity work is ideally placed to be the prime goal of the education system and is in reality a stated goal in the Manitoban Social Studies and English Language Arts curriculum documents (Manitoba Education, 2020, p. 21; Manitoba Education, Citizenship and Youth, 2006, pp. 11-17). The implementation of a game-based learning framework was the result of my responsiveness as an educator and the degree of agency in the classroom which I possess.
Game-based learning enables students to work with others in competitive and collaborative game settings to accomplish learning outcomes. From a ludic perspective, games are considered systems of semiosis and offer opportunities for engagement and intrinsic motivation which can facilitate dialogical identity. Relationality and positionality are important considerations in understanding identity. Dialogical Self Theory (DST) offers an approach to understanding identity as developed through game-based learning. Identity in this regard is dynamically evolving and intrinsically connected with others. Identity can be viewed as both continuous and discontinuous and individually founded and socially founded. As considered in a hermeneutic lens, identity is being in the world and with others. The dialogical Self in Dialogical Self Theory is conducive to the dialogical understanding of Self in hermeneutic phenomenology. The methodology of hermeneutic phenomenology employs an interpretative lens to a shared experience. Hermeneutic phenomenology recognizes the inseparability of the researcher from the experience and relationality to others and concentrates on narratives of experience. Through the examination of teacher and student perceptions of the experience of game-based learning, one may come to an understanding of dialogically formed identity.
This study focused on the lived experience of seven participants who played Dungeons and Dragons in an extracurricular game club. The data collection process included two relational hermeneutic interviews conducted with each participant and a final focus group conducted with all participants. The data analysis sought to interpret the meaning of the lived experience. Findings from this study indicate that the meaning of the lived experience for participants in game play was contingent on the social interaction with other players, the safe and convivial atmosphere, the collaborative and consequence free play structure, positive participant history with gaming, and the imaginative narrative in the game environment. Conclusions demonstrate that the collective imaginative role-playing game, Dungeons and Dragons, can offer an experiential forum for players to explore identity dialogically, to counter dominant narratives of neo-colonialism and neo-liberalism, and to engage in a just and reconciliatory arena. The study’s findings serve to offer educators recommendations for practice in the application of game-based pedagogy and opportunities for future research.Includes bibliographical references (pages 240-262).In partial fulfillment of the requirements for the degree of Master of Education