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SESSION 3.3: Managing Rock Climbing in Canada’s Rocky Mountain National Parks
No full textThis research examines how to create sustainable adventure recreation destinations in protected natural spaces, with a specific focus on rock climbing in Canada’s Rocky Mountain National Parks. Climbing is experiencing a global surge in participation and will debut as a showcase sport at the 2020 Olympic Games in Tokyo, Japan. Canada’s National Parks and Historic Sites are also experiencing an all-time high in popularity, with over 27 million visitors in 2017. Change is necessary to ensure the integrity of the Rocky Mountain National Parks is preserved for future generations. As tourist numbers grow, fragile alpine environments are increasingly exposed to the problems that accompany higher volumes of human traffic. Existing legislation and management planning for the national parks is outdated with regards to climbing. The bolting of climbing routes remains largely illegal under the Canada National Parks Act (S.C. 2002, c. 32), and no best practices guide or climbing management plan exists for the Rocky Mountain National Parks. Climate change creates further challenges, as increasing numbers of adventure recreationalists venture farther and stay longer in alpine environments during warmer and drier summers. There are also growing public safety concerns as climbing bolts can fail with time due to exposure to the elements), which can result in the injury or death of climbers. This paper concludes with proposing management solutions for climbing in the Rocky Mountain National Parks, and strategies in the climbing community to increase participation and compliance with environmentally sustainable development and management practices
The Sexual Revolution Within the Second Wave Feminist Movement
Get PDFIn North America, between 1947 and 1991, the sexual revolution revealed itself as a period of discovery, experience, and exploration to differing degrees. Despite the new found freedom for women that arose amidst the revolution, the distress of sexual violence and oppression persisted and became a prominent concern for feminist liberation groups, who, within the revolution, fought against the sexual oppression and violence which had been present in their lives, but were otherwise silenced prior to the movement. This paper provides evidence of the multiple different media outlets women used to spread their message of equality, with great emphasis placed on how liberators utilized these outlets to achieve sexual freedom by protesting two of the greatest forms of reproductive oppression: the abortion law and banning of the birth control pill. This paper also comments on the correlation between the sexual revolution and sexual violence, documenting how the rise of the sexual revolution promoted a surge in the discussion of sexual violence, as well as a rise in preventative measures. While this argument certainly takes precedence, there is also a discussion regarding the attempts to delegitimize this positive relationship by placing the blame of sexual violence on the rise of the sexual revolution. To debunk this myth, the argument is put forth that the sexual revolution provided a platform for victims of sexual violence
Psst . . . the Best Classes Are the Ones You Didn’t Prepare for Improvisation as Education
No full textThis paper views learning not as the acquisition of information, but as the development of an active problem-solving power as the basis of learning. To do so, it investigates an area seldom discussed: improvisation, improvisation in a classroom setting, with improvisation as a method of learning. It goes without saying that learning does include the acquisition of information, too, but we are in period where students acquire information by tapping keys and looking at screens, not by remembering things or needing to remember things. A culture, in other words, of the instant and on-call. No waits, total finger-touch control. But gradually the impact of this culture is becoming clear. For example, the need to know things changes when information is instant and at command. But the ability to understand information, the ability to analyze and apply it, to distinguish between important and less important, between what matters and what is a detail, is weakened. The ability to understand does not match the mammoth availability of information. In this situation, education is increasingly dominated by an obsession with predictability and control, instead of what students really need, which is the power to handle situations as they arise: the ability to problem solve, in short
Learning Technology at TRU: An Overview
No full textThis speed presentation will include an overview of key features and functionality of (non-Moodle) learning technologies at TRU including (but not limited to): WordPress; Sandstorm apps (such as EtherPad); Mattermost; Pressbooks, Kumu Wiki; and others. The session will also provide some examples of how these applications can be used in a wide range of teaching and learning contexts. Participant engagement will be encouraged through question and answer; interactive agenda document (google doc); participants will be encouraged to create accounts and/or use tools in session. Interactive website for sessions
POSTER: How Do Students Choose Elective Courses? Role of Professor’s Characteristics
No full textThe study uses survey data from 246 students in the School of Business and Economics to examine the role that professor’s characteristics play when students choose elective courses. Of the surveyed students, about 80% consider professor’s characteristics to be an important or a very important factor when choosing their elective course. Among the professor’s characteristics, ‘Professor is Easy to Understand’ is viewed by 92% students as an important or a very important factor. Another important characteristic is ‘Professor is Knowledgeable’ which is considered to be “important” or “very important” by 91% of the surveyed students. Characteristics ‘Professor is Organized’ and ‘Professor is a Generous Marker’ are viewed as “important” or “very important” by 81% and 57% of the surveyed students respectively. The study split the sample with respect to gender, year of study, and residency and examined how those characteristics influence students’ view toward the role played by professor’s characteristics in choosing their elective courses. The presenters will be present during poster session to engage audiences in the discussion about the content of the poster
Providing Culturally-Safe Sexualized Violence Response Services to International Students
No full textExisting research shows that female and LGBTQ+ university students face a high risk of sexualized violence during post-secondary education, and international students likely face increased risk due to intersections of race, class, and gender. However, little is known about how to provide culturally safe sexualized violence response services to international students. This research uses an Intersectional Feminist framework and an Anti-Oppressive, community-based participatory action approach to discover how to provide culturally safe sexualized violence response services to international students in higher education institutions. Using an online survey and small focus groups with female and/or LGBTQ+ International student research participants from Thompson Rivers University, this project brings new knowledge which can inform institutional sexual violence policy and practices and identify areas needing further research
The Effects of Hatch-order, Gender and Clutch Sex-ratios on the Behaviour of Burrowing Owls (\u3ci\u3eAthene cunicularia\u3c/i\u3e)
No full textThe Burrowing Owl (Athene cunicularia) builds its nests in burrows dug by various burrowing species of mammals. These owls have an asynchronous hatch. Female Burrowing Owls begin incubating each egg as soon as it is laid. As a result, earlier laid eggs hatch earlier than those laid later in a clutch. This asynchronous hatch results in age and thus size differences between the first and last hatched chicks of a clutch. Due to the size advantage, the earlier hatched chicks within a clutch may not need to be as aggressive to get food. In contrast, later-hatched chicks may be more aggressive since they must compensate for their size disadvantage to get enough food. Burrowing Owls mate monogamously and the members of a pair have different roles. Males spend much of the time outside of the burrow, guarding the nest and hunting for themselves and their mates. Females, on the other hand, spend more time inside the burrow, incubating and caring for the young. As a result of their different roles, males may be more dominant and aggressive, compared to females. In this study, I examine the possible effects of an asynchronous hatch order, gender and the effects of gender ratios within a clutch on the intraspecific behaviour of young Burrowing Owls