University of Guelph hosted OJS journals
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The Worsening Positive Feedback Loop Between Wildfires and Climate Change in Canada: Natural and Anthropogenic Management
No full textThe intensity, frequency, and mobility of Canadian wildfires are exponentially worsening and surpassing beneficial thresholds. The rapid expansion of wildfires is attributed to climate change and the by-products of wildfires exacerbates climate change. This paper is a literature review on the positive feedback loop between climate change and Canadian wildfires, as well as natural and anthropogenic management. The escalating severity of wildfires and climate change calls for disruption of this positive feedback loop. This review is organized into 5 sections; Climate Change and Wildfires, which discusses the positive feedback loop between weather, climate and wildfires, the enhancement of ignition agents and wildfire fuel, and human contribution to wildfire ignition; Byproducts of Wildfires, which discusses the impacts of noxious gases; Wildfire Impacts on Topographical Ecosystems, which discusses soil degradation; Ecological Adaptations and Management, which discusses natural remediation; and Anthropogenic Management, which discusses how wildfires are managed by fire rangers and the associated expenses
The Chronology of Chickens in the Greek World
No full textChickens, as a source of meat and eggs, have been domesticated by humans around the globe. The chicken\u27s ability to produce eggs and meat quickly made it a vital component of modern agriculture. Thus, it comes as a surprise that this bird did not always serve a purpose in agriculture. Examining Greek pottery art from the Middle Archaic to the Late Classical period reveals when and why Chickens were brought to Greece. Genealogy, alongside references to the Chicken in plays, allows us to establish where the chicken originated. This introduction of the Chicken and their uses over time is organized into a chronology to better understand how its use changes over time
Serapis: A Multifaceted God and Propaganda
No full textSerapis is a god who suddenly became popular in antiquity, at the same time the Ptolemies established their dynasty in Egypt. As a god, Serapis displays characteristics of both Greek and Egyptian deities, which made him acceptable to both cultures. Having been relatively unknown in the Classical period, Serapis became the perfect deity for the Ptolemies to mold and utilize towards their own political goals. Serapis’ uncertain godly role also played a major part in this, as he was worshipped for a variety of things including death, healing, agriculture—a very wide range. Serapis’ role as propaganda was not Ptolemy I’s only attempt to legitimize himself to the Egyptian and Greek people. He also allegedly began rumours about himself being Alexander the Great’s brother in order to gain status. He orchestrated other political moves to bolster his public image, such as appearing merciful to Perdiccas’ men and also bringing Alexander’s body to Egypt. Serapis, however, was Ptolemy’s theological approach to publicity
Pursuance Étude (Piano), for Ajay Heble
No full textKevin McNeilly shares a poem dedicated to Ajay Heble
Understanding and overcoming challenges for the inclusion of learners with autism spectrum disorder in South African mainstream classrooms
No full textDespite policies having been developed by various countries to manage and support inclusive education, the inclusion of learners with varied abilities remains a global crisis. This predicament infringes on the human rights of these children, who are unable to access quality education in mainstream schools. In South Africa, the education system has implemented Education White Paper 6 on inclusive education and the Policy on Screening, Identification, Assessment, and Support, which govern inclusive education execution as well as sustainability for all learners, including those with autism spectrum disorder (ASD). This paper argues that policy enactment requires holistic intervention strategies in light of the changing contextual scenarios. Piaget’s theory of cognitive development underpinned the investigation, which took a paradigmatic and interpretive stance in a multiple cross-case study design to scrutinise 15 teachers’ narratives relating to the inclusion of ASD learners. The findings revealed unclear statistics, an unclear conceptualisation of ASD learners in South Africa, inadequate resources, and unaligned teacher education perpetuating factors hindering the inclusion of ASD learners. The paper concludes with recommendations for future research informing teachers and policymakers on the contextual successful inclusion of ASD learners in South Africa
Assessment of preservice teachers\u27 creativity in developing instructional materials in Ibadan, Nigeria
No full textThis paper assessed preservice teachers’ creativity in developing instructional materials during their compulsory professional practice. It identified some challenges faced by preservice teachers in creating instructional materials. The paper aimed to stress the importance of instructional materials in teaching and learning, and the necessity to equip preservice teachers with skills required to creatively develop and select relevant instructional materials for facilitating effective teaching and learning. The study looked at the constructivist theory of learning to ascertain the impact of facilitating learning through diverse instructional resources that can meet the different learning styles of learners. The study adopted a descriptive survey design. A total of 308 penultimate and final year preservice teachers in the Faculty of Education at the University of Ibadan, Nigeria, participated in the study. A structured questionnaire was used to collect data after it had been validated by experts. The reliability was ascertained using Cronbach Alpha after a pilot testing had been carried out with a limited sample who did not participate in the main data study. The reliability coefficient of .87 was obtained. Data analysis was done using simple frequency count, percentage score, mean, and standard deviation. The decision rule was set at 2.5. Findings from the study showed that even though most preservice teachers agreed to be potentially creative in developing instructional materials during their professional practice, they had limitations in practically demonstrating this because of several factors, which led them to adopt conventional resources such as cardboard drawings, charts, textbooks, etc. The study also identified limited resources, financial and time constraints, and large class size as challenges confronting preservice teachers\u27 creativity in developing instructional materials
Using LEGO® Six Bricks® as an educational resource to address challenges pre-service teachers face during school-based teaching practice
No full textPre-service teachers in South Africa frequently encounter challenges during school-based teaching practice, including a persistent theory-practice gap, insufficient mentorship, difficulties in classroom management, and struggles with curriculum differentiation. This study investigates the use of LEGO® Six Bricks®—a play-based, low-cost, and scalable educational resource—as a pedagogical tool to address these recurring challenges. Adopting a Participatory Action Learning and Action Research (PALAR) approach within a transformative paradigm, six final-year Foundation Phase students from a South African university were purposively selected to integrate LEGO® Six Bricks® into their teaching practice placements. Data collection was guided by PALAR and framed by Kolb’s experiential learning theory, enabling iterative cycles of planning, implementation, reflection, and adaptation.
Key findings indicate that the use of Six Bricks® not only enhanced learners\u27 engagement and pre-service teachers’ confidence, but also significantly contributed to developing professional identity, building rapport with mentor teachers, and facilitating inclusive pedagogical practices. Moreover, participants demonstrated increased pedagogical agency through curriculum innovation, classroom management strategies, and formative assessment techniques. The study concludes that experiential engagement with playful resources such as Six Bricks® fosters reflective practice and bridges both the theory-practice and belief-practice gaps in teacher education. It recommends structured training, reflective mentorship, and continued research into contextually relevant, low-threshold pedagogical tools to better prepare student teachers for the complexities of South African classrooms
Traduire Marie de Gournay en portugais brésilien: théorie et méthode
No full textDans cet article, je présente une méthode de traduction des textes de Marie de Gournay en portugais brésilien. Au moment où certains textes de la fille d\u27alliance de Montaigne, éditrice des Essais au XVIIe siècle, traductrice d\u27œuvres latines, autrice de discours philosophiques et de traités de langue française, sont en cours de traduction en portugais brésilien, il est opportun de réfléchir sur le chemin qui m\u27a amené à traduire Égalité des hommes et des femmes au Brésil en ce début de XXIe siècle, ainsi qu\u27à la méthode choisie. Pour mieux comprendre ce parcours, je m’appuie sur Antônio Cândido, essayiste et spécialiste de littérature comparée, qui a écrit sur la manière dont la langue française est devenue une référence importante dans la littérature brésilienne. Ensuite, je décris mon processus de traduction et parle des défis conceptuels et linguistiques sur base d\u27exemples comparatifs concernant diverses situations qui touchent les choix d\u27ordre grammatical et stylistique, y compris les tensions entre le vocabulaire de Montaigne et celui de Gournay. La méthode ici présentée repose sur mon expérience personnelle en tant que lectrice et traductrice des discours philosophiques de Marie de Gournay, tout en suivant ses recommandations dans les traités de traduction, en les adaptant, voire les réinventant, pour donner tout leur sens en portugais brésilien actuel.Dans cet article, je présente une méthode de traduction des textes de Marie de Gournay en portugais brésilien. Au moment où certains textes de la fille d\u27alliance de Montaigne, éditrice des Essais au XVIIe siècle, traductrice d\u27œuvres latines, autrice de discours philosophiques et de traités de langue française, sont en cours de traduction en portugais brésilien, il est opportun de réfléchir sur le chemin qui m\u27a amené à traduire « Égalité des hommes et des femmes » au Brésil en ce début de XXI em siècle, ainsi qu\u27à la méthode choisie. Pour mieux comprendre ce parcours, je m’appuie sur Antônio Cândido, essayiste et spécialiste de littérature comparée, qui a écrit sur la manière dont la langue française est devenue une référence importante dans la littérature brésilienne. Ensuite, je décris mon processus de traduction et parle des défis conceptuels et linguistiques sur base d\u27exemples comparatifs concernant diverses situations qui touchent les choix d\u27ordre grammatical et stylistique, y compris les tensions entre le vocabulaire de Montaigne et celui de Gournay. La méthode ici présentée repose sur mon expérience personnelle en tant que lectrice et traductrice des discours philosophiques de Marie de Gournay, tout en suivant ses recommandations dans les traités de traduction, en les adaptant, voire les réinventant, pour donner tout leur sens en portugais brésilien actuel
Developing Sustainable Knowledge Partnerships: Joining the DOTS Between Inter-Organisational Research
No full textCommissioned research projects are commonplace in the UK between National Health Service (NHS) Trusts and universities to advance knowledge and inform practice. However, establishing sustainable research relationships between such differing and large organisations is seldom considered. This position paper describes our experience of developing and sustaining such a relationship. By detailing how we, as academics and NHS leaders, experienced our participation in leading and doing the research, we developed a shared understanding of why our collaboration is effective. From our reflections, we developed DOTS: Deciding together, Optimising outcomes, Time to get to know one another and Sharing knowledge and skills. This paper details how we worked through inter-organisational complexity by applying DOTS. The time taken to apply DOTS across inter-organisational contexts can develop team efficiency and enhance its effectiveness. DOTS provides a framework to enrich professional relationships and informs cooperative conversations, leading to agreed action. Our intention is to share our experience to inspire, stimulate and inform academic and practice-based colleagues to work together to produce high-quality and sustainable knowledge partnerships
