University of Guelph hosted OJS journals
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Rourke’s General Farm Practice Change Theory: A Pull Approach
No full textIntroduction: The science of anthropogenic global warming is well established. Burning 100 M barrels of oil equivalent does do harm, yet in the USA Mid-West as well as in Alberta. 90% of farmers sampled either did not believe in AGW or thought it is a natural process.
Purpose: To examine various change theories and their suitability to help mitigate global warming on Western Canadian grain farms
Methods/ Findings: Analysis of the exploratory in-depth qualitative narrative-based research work conducted during my PhD thesis has resulted in development of Rourke’s General Farm Practice Change Theory, a Net Positive farm Framework and a Global warming Mitigation credit framework.
Practical Implications: In this paper I discuss and contrast the development of Rourke\u27s General Farm Practice Change Theory as a Pull Change Theory rather than the more common Push approaches. It refers to lessons learnt from the Manitoba -North Dakota Zero Tillage Farmers Association ,1978-2014
Assessment of Agri-environmental Extension Services in Canada for Agriculture and Agrifood Canada
No full textAgri-environmental extension services are an important part of Canada’s agriculture system, but the extension landscape is changing with a variety of approaches across Canada. This study, commissioned by Agriculture and Agri-Food Canada and prepared by Groupe AGÉCO, provides an overview and an assessment of Canada’s agri-environmental extension services. The study’s objectives were to present an overview of key agri-environmental extension service providers for five regions: B.C, Prairies, Ontario, Quebec and Atlantic Canada; identify the strengths and gaps in the agri-environmental extension offering in each region under study; and propose key recommendations at the national level for improving the Canadian agri-environmental extension services ecosystem. The methodology was built on a desktop and literature review, interviews with representatives of extension delivery organizations (41 informants from 37 organizations across Canada) and a qualitative assessment of each region under study. Five factors were identified as essential for effective agri-environmental extension: long-term strategy and funding, professional training, availability, independence, and links with academia and research organizations. For each region under study, the project assessed agri-environmental extension based on each of these five dimensions. Key findings are presented below:
Quebec stands out for the provision of agri-environmental extension in terms of funding, availability, professional training, and independence.
Ontario and Saskatchewan distinguish themselves with respect to the strong connections between their provincial governments, academia and research organizations
In B.C., more can be done to support producers’ extension needs, particularly in terms of funding and available expertise and capacity.
The core recommendation from this review is to secure long-term funding for agri-environmental extension
On the Metaphysical Grounding of Normative Authority: Contra Reply to Critics, Eklund 2020
No full textThis paper is a response to Matti Eklund’s defense of ardent realism, defined in his paper Choosing Normative Concepts. In Ardent Realism Without Referential Normativity, Tristram McPherson challenges Eklund’s understanding of referential normativity, arguing that ardent realism is secured metaphysically through the existence of objectively authoritative normative properties, independent of metasemantics. This paper will be arguing that in Eklund’s Reply to Critics, he misinterprets McPherson’s critique of his argument, reframing his analysis, which is that of the metaphysical as a metasemantic issue, allowing Eklund to uncritically and dishonestly preserve his referential solution to the problem of “alarming symmetry.”
 
Teachers’ preparedness for implementing the Educational Coding and Robotics curriculum in South Africa
No full textIt is a significant step that the Department of Basic Education has taken to integrate educational coding and robotics into the mainstream school curricula in a world where technology is a normal element of everyday life. A deeper examination of the schools\u27 and teachers\u27 readiness to adopt this new curriculum is significant to improve learning and boost active teaching techniques. The article aimed to examine the teachers’ preparedness, interests, knowledge, and self-confidence in implementing the newly introduced learning area – Educational coding and robotics in the mainstream school curriculum. This study was framed in the Unified Theory of Acceptance and Use of Technology. Using a systematic review approach, articles obtained from PubMed, Embase, Google Scholar, Scielo, Scopus, and ERIC were critically analyzed to identify descriptive themes and analytical themes. The review showed that the attitudes of South African teachers on ECR hinge on the availability of resources, pedagogical computer skills, teachers’ technological beliefs, and the management team\u27s influences on technology. DBE needs to work closely with the teachers’ training institutions and pedagogical experts to meet the needs of teachers and learners regarding educational coding and robotics curriculum. Engagement with teachers may increase their knowledge, skills, attitudes, and values for them to have a meaningful contribution to the educational coding and robotics curriculum.
Teachers’ conceptualization of validity and reliability in classroom assessment in Ghana
No full textAssessment must be conducted so that the result is reliable and valid. However, in Ghana, standardised tests are not available for use by classroom teachers, therefore, classroom teachers depend on their little knowledge in conducting classroom assessments. The study explored teachers’ conceptualization of validity and reliability in classroom assessment in public senior high schools in the Kumasi Metropolis in the Ashanti Region of Ghana. The quantitative descriptive survey design was used for the study. The purposive sampling method was used to select 200 teachers for questionnaire responses on teachers’ conceptualization of validity and reliability. The data collection instrument was the questionnaire. The Cronbach’s coefficient alpha for the items on the questionnaire was 0.85. The data analysis procedure utilized means and standard deviations. Findings showed that teachers’ conceptualization of validity and reliability enabled them to align the content of tests with learning outcomes of the curriculum unit and construct test items to solicit different types of information to make judgements of what students know. It was recommended that heads of senior high schools together with assessment experts give periodic training to teachers on congruent validity. Teachers’ conceptualization of validity and reliability will enable them to construct effective test items, and administer, grade and interpret results to enhance students’ learning
Something Feels Wrong.
No full textThe poem “Something Feels Wrong” captures the unfiltered and delicate journey of self-perception and judgment, as well as the conflict between body and identity. Using imagery of roots, grounding, and growth, the poem questions societal and internalized expectations of beauty, self-worth, and belonging. It conveys that no matter how much one questions, worries, or criticizes oneself, the body is undeniably one’s home. Tressa submitted this poem under the theme of Spaces and Places to reflect on how the body serves as a permanent home, regardless of how it changes or is decorated. Additionally, the poem connects to the themes of gender, sexuality, and social change by encouraging self-acceptance and challenging societal norms around beauty and identity. The body is the primary space where individuals should feel comfortable, and this poem delves into the complexities of self-acceptance and identity in a world that often imposes strict standards. The creation of this poem did not follow a structured process; rather, it stemmed from the personal growth Tressa has experienced over time. As she continues to find happiness and comfort within her skin, she discovers a deeper sense of belonging and acceptance within herself as her own home. The inspiration for this piece comes from her personal journey toward self-love and acceptance, as well as the natural world, which serves as a grounding force in her life. Tressa hopes readers will experience a sense of empathy and connection when reading this poem. Her goal is to convey the struggles and triumphs of self-perception and acceptance while highlighting the beauty of growth and transformation. This piece serves as both a reflection of her personal journey toward self-love, acceptance and serves as a reminder that the body is one’s true home, deserving care and respect. She encourages readers to approach this piece with an open heart and mind, allowing the imagery and emotions to resonate with their own experiences
my normal is not your normal
No full textThis poem, “my normal is not your normal,” explores the lifelong journey of navigating a body that does not fit into traditional societal spaces and places. When I was diagnosed with a chronic illness at seven years old, I was thrust into a society that didn’t know what to do with someone like me, someone who did not fit their definition of normal, someone whose body was an inconvenience. I was stared at, gossiped about, treated as contagious, and even given a Bible as though I needed a divine explanation for my place in this world. My existence was treated like a question no one knew how to answer, but I have learned how to write my response. This poem unpacks the emotional turmoil of trying to fight to simply exist in spaces that were not designed for me. It is a story about embracing who I am, and what it means to be heard and to be seen. Through this poem, I redefine a normal that may not look like yours, but is still valid, and is still mine. My normal is the only one I have, and that is enough.
Building Community
No full textKimberley McLeod reflects on Ajay Heble\u27s community work within the University and community of Guelph