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First records of invasive agricultural pests Thrips parvispinus (Karny, 1922) and Thrips setosus Moulton, 1928 (Thysanoptera: Thripidae) in Canada
No full textHorticultural imports between countries can result in novel introductions of non-native insect species which reside on these plants, particularly in greenhouse scenarios. Here, we document the first Canadian records of Thrips parvispinus Karny, 1922 and Thrips setosus Moulton, 1928 (Thysanoptera: Thripidae) in southern Ontario greenhouses on Mandevilla Lindley (Apocynaceae) and Hydrangea Linnaeus (Hydrangeaceae), respectively. These species can reduce agricultural yields and cause economic losses from extensive feeding damage on a wide range of fruit and vegetable crops, as well as ornamental plants. While native to Asia, both species have spread throughout Europe and have recently been detected in the United States of America. Morphological identification of the Canadian records was confirmed by sequencing the DNA barcode region of the mitochondrial gene cytochrome c oxidase subunit I (CO1). Analysis of all publicly available CO1 haplotypes for both species indicate that the Canadian records are identical to those previously reported form Indonesia and Belgium. To assist in the identification of T. parvispinus and T. setosus, we characterize the adult sexes and distinguish these from similar species
Before the Flood Incorporating Nature-based Solutions into Flood Risk Management at Watershed Scale
No full textCollecting, and Not Collecting: Jacobite Material at the Advocates Library and National Library of Scotland
No full textThis article discusses the evidence for the Advocates Library’s non-collection of pro-Jacobite material as it was published in the eighteenth century. This is described through the Faculty of Advocate’s desire not to upset the political status quo, the Advocates Library’s connections to Jacobites within Edinburgh’s literati and book trade, and examination of the relevant material now held by the National Library of Scotland
Practice schools as third spaces? Navigating the continuum between hierarchical models and collaborative partnerships in teaching practice in South Africa
No full textMentoring student teachers is a fundamental approach in teaching practice. Traditionally, teaching-practice models have been based on cognitive apprentice approaches and have been hierarchical in nature. Problems with finding suitable schools for teaching practice and mentoring experiences have been challenging, which has led to the implementation of collaborative partnership approaches. In South Africa, minimal research has been undertaken on the establishment of partnerships to strengthen teaching practice, with work in the third space almost non-existent. The research question under investigation in this paper is as follows: How do we move away from hierarchical models of teaching practice and establish collaborative partnerships between schools and universities? The paper is underpinned by both third space theory and border theory. The aim of the paper is, first, to explore the challenges encountered with the hierarchical models used in teaching practice. Second, we explore what collaborative educational partnerships entail and investigate the various models used internationally to establish partnerships between universities and schools to strengthen teaching practice. This non-empirical paper uses a secondary-source data design that draws on existing texts, research findings, and journal articles. A qualitative research approach has been employed as it allows a narrative description of the data collected. An interpretive approach is employed to interpret and to discuss the findings. The paper concludes by reviewing practice schools as a type of school that allows lecturers, teachers, and students to cross institutional borders and collaborate in the third space
Introduction: “New Perspectives on ‘The Lyon in Mourning’”
No full textThe editor\u27s Introduction to the contents of the International Review of Scottish Studies Special Issue on Jacobites and "New Perspectives on the \u27Lyon in Mourning\u27." 
Pilotage d\u27un programme d\u27orientation en ligne sur les compétences académiques dirigé par une bibliothèque
No full textIn August 2021, we piloted an online academic skills orientation program for incoming undergraduate and graduate students. The program featured a range of synchronous online sessions that provided students an opportunity to learn from librarians, learning specialists, peer mentors, professors, academic advisors and other campus partners during presentations, panels and Q&As. The program was attended by 548 unique students with overall workshop attendance totaling 1310 over a four-day period. Due to the success of the 2021 pilot, we ran another iteration of the program in August 2022, which included both online and in-person elements. The three-day online program was attended by 309 unique students with overall workshop attendance totaling 1084 while the one day in-person program was attended by 37 students. Approximately 8% and 20% of program attendees completed program surveys in 2021 and 2022 respectively. While the low response rates make it difficult to generalize about the data, feedback overall was positive, with most respondents indicating that they found the experience to be valuable. We conclude by encouraging other libraries to consider the role that they play in familiarizing students with university supports and services and to take a leading role if such programming is not currently in place at their institution.Cet article décrit un projet pilote déroulé en août 2021 du programme JumpStart Your Learning, un programme d’orientation en ligne sur les compétences académiques dirigé par la bibliothèque et offert aux nouveaux étudiants de premier cycle et des cycles supérieurs. Le projet pilot comprenait une série d’activités synchrones y compris des ateliers, des discussions entre experts et des périodes de questions, le tout offert sur une période de quatre jours fournissant aux étudiants une chance d’apprendre de spécialistes de l’apprentissage, de bibliothécaires, de mentors pairs, de professeurs, de conseillers académiques et d’autres partenaires du campus. Le projet pilot a été suivi par 548 étudiants, avec un total de 1310 participants aux ateliers et aux groupes de discussion. Cet article donne un aperçu de l’inspiration pour le projet pilote, fournit une réflexion sur la planification et la logistique d’événement, décrit les sujets abordés pendant l’événement et discute des leçons tirées du projet en 2021 pour informer celui offert en ligne et en personne en 2022. L’article termine avec des recommandations à l’intention d’autres professionnels des bibliothèques souhaitant mettre en place un programme d’orientation similaire et les encourage à réfléchir à la manière dont les bibliothèques peuvent jouer un rôle de premier plan dans le soutien à la transition étudiante et à l’acculturation au milieu universitaire si un tel programme n’est pas encore en place dans leurs institutions
Combating colonial mentality within higher learning spaces: The case of sub-Saharan African universities
No full textAs former colonies of Western imperial powers, virtually all aspects of African life have been invaded by forces of Western hegemony. Colonial mentality is the blind assimilation or internalisation of the colonial powers’ socio-cultural forms resulting in the destructive and disruptive abandonment of the ways of life of the colonies. As it applies to Africa, colonial mentality is a product of African cultural invasion in which, having been exposed to colonial experience for a long time, an average African has internalised foreign ideas and ideals—so much so that she has lost the authentic African ways of life in the process. Using philosophical methods of argumentation and critical engagements, this paper contends that a connection exists between colonial mentality and the observed failure of African universities to efficiently effectuate their relevance as Africa’s development partners. The paper identifies four key areas in which colonial mentality plays out most profoundly in African universities, namely, the nature of knowledge produced, the mode of certification, the language of instruction, and research funding. The paper argues that the incursion of colonial mentality in these vital areas continues to impede African universities’ capacity to substantively contribute to African development drives and aspirations. Given this close nexus, the paper maintains that African universities may never realise their potential as a critical sector in African development discourse. This qualitative research is based on critical inquiry through a process of identifying, questioning and assessing deeply held assumptions about Western hegemony. The paper concludes that decolonisation in learning spaces can only be a feasible project if it is accorded the seriousness that it deserves by all stakeholders both within and outside the university
Regional Economic Alliances – Lessons in Leadership and Governance
No full textThis presentation will use the example of the Regional Economic Development Alliances (REDAs) in Alberta to present lessons for leading and governing collaborative networks. REDAs were created in 1998 and continue to today. Always positioned as an initiative by the Government of Alberta (GOA), REDAs were never established as a program. This has significant implications for leadership and for funding.
From 1998 through 2009, government staff were managers of each REDA, accountable to regional governance boards. In 2011 the GOA withdrew staffing and infrastructure support, turning to the governance boards to determine the futures of each REDA. This shift had consequences, intentional and unintentional, which continue to impact REDA capacity and challenge their viability. In 2014, the REDAs developed a model for renewal, which was endorsed by the GOA. This created increased project funding but no adjustment to operational assistance, as was recommended. Amid this dynamic environment, REDAs have experienced success, although overall impact has been uneven. The presenter has worked with REDAs since 1998 as a management board member, a government employee managing two REDAs, an external party forming strategic alliances with REDAs, the consultant hired to complete the REDA renewal process and now managing a REDA using a suite-of-services contract model. In 2013, Mrs. Goulet completed a MA-IS (AU) and based much of her graduate work around the role of leadership in rural economy. Her knowledge of regional economic collaborative structures is both broad and intimate.
Topics covered will an overview of the REDA initiative from 1998 to present; the benefits and drawbacks of each stage of evolution; and the role and regional power dynamic of governance boards and the pivotal role of management. The presentation will close with observations on leading regional economic alliances and suggestions for the way forward
Rurality as a Case of Differentiated Universalism
No full textRurality as a Case of Differentiated Universalis