scholarly journals The Manú Gradient as a study system for bird pollination

2018 ◽  
Vol 6 ◽  
pp. e22241 ◽  
Author(s):  
Mannfred Boehm ◽  
Micah Scholer ◽  
Jeremiah Kennedy ◽  
Julian Heavyside ◽  
Aniceto Daza ◽  
...  
Keyword(s):  
Plant Species ◽  
Pollination Syndrome ◽  
Published Data ◽  
Bird Pollination ◽  
University Of British Columbia ◽  
San Pedro ◽  
History Of ◽  
Voucher Specimens ◽  
The University ◽  
Species Being

This study establishes an altiudinal gradient, spanning from the highland Andes (2400 m) to lowland Amazon, as a productive region for the study of bird pollination in Southeastern Peru. The 'Manú Gradient' has a rich history of ornithological research, the published data and resources from which lay the groundwork for analyses of plant-bird interactions. In this preliminary expedition we documented 44 plants exhibting aspects of the bird pollination syndrome, and made field observations of hummingbird visits at three sites spanning the Manú Gradient: 2800 m (Wayqecha), 1400 m (San Pedro), and 400 m (Pantiacolla). Some of the documented plant taxa are underrepresented in the bird pollination literature and could be promising avenues for future analyses of their pollination biology. The Manú Gradient is currently the focus of a concerted, international effort to describe and study the birds in the region; we propose that this region of Southeastern Peru is a productive and perhaps underestimated system to gain insight into the ecology and evolution of bird pollination.Observations were made on 11, 19, and 14 putatively bird pollinated plant species found at the high-, mid- and low-elevation sites along the gradient, respectively. Hummingbirds visited 18 of these plant species, with some plant species being visited by multiple hummingbird species or the same hummingbird species on differing occasions. Morphometric data is presented for putatively bird-pollinated plants, along with bill measurements from hummingbirds captured at each of three sites. Voucher specimens from this study are deposited in the herbaria of the Universidad Nacional de Agraria de La Molina (MOL), Peru and the University of British Columbia (UBC), Canada. The specimens collected represent a ‘snapshot’ of the diversity of bird-pollinated flora as observed over 10 day sampling windows (per site) during the breeding season for hummingbirds of Manú .

Preschools for Science: The Child Study Centre at the University of British Columbia, 1960–1997

2012 ◽  
Vol 52 (1) ◽  
pp. 29-61 ◽  
Author(s):  
Penney Clark ◽  
Mona Gleason ◽  
Stephen Petrina
Keyword(s):  
British Columbia ◽  
Canadian Universities ◽  
University Of Toronto ◽  
University Of British Columbia ◽  
Child Study ◽  
Study Centre ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
The University

Although not entirely neglected, the history of preschool reform and child study in Canada is understudied. Historians have documented the fate of “progressivism” in Canadian schooling through the 1930s along with postwar reforms that shaped the school system through the 1960s. But there are few case studies of child study centers and laboratory schools in Canada, despite their popularity in the latter half of the twentieth century. Histories of child study and child development tend to focus on the well-known Institute of Child Study directed by the renowned William E. Blatz in the Department of Psychology at the University of Toronto (U of T). Yet there were over twenty other child study centers established in Canadian universities during the 1960s and 1970s directed by little-known figures such as Alice Borden and Grace Bredin at the University of British Columbia (UBC).

scholarly journals Peer Review of Teaching: Sharing Best Practices

2015 ◽  
Vol 8 ◽  
pp. 211 ◽  
Author(s):  
Shaya Golparian ◽  
Judy Chan ◽  
Alice Cassidy
Keyword(s):  
Best Practices ◽  
Peer Review ◽  
Teaching Program ◽  
Teaching Session ◽  
University Of British Columbia ◽  
History Of ◽  
Teaching Learning ◽  
Key Aspects ◽  
The University ◽  
Teaching Initiative

In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key aspects of the interactive peer review of teaching session we facilitated at STLHE 2014. We provide examples generated by participants of that session, as well as participants of Centre for Teaching, Learning and Technology workshops on peer review of teaching. We share future steps for the Peer Review of Teaching Program at UBC.

scholarly journals My last words on taper equations

2004 ◽  
Vol 80 (4) ◽  
pp. 507-515 ◽  
Author(s):  
Antal Kozak
Keyword(s):  
Variable Exponent ◽  
Practical Applications ◽  
Fit Statistics ◽  
University Of British Columbia ◽  
Models Comparison ◽  
History Of ◽  
Species Groups ◽  
Taper Equations ◽  
The University ◽  
Taper Models

A brief review of the nearly half century of research related to taper equations in the Faculty of Forestry at the University of British Columbia is presented. Two new variable-exponent taper models, the 2001 and 2002 models, are introduced and compared to Kozak's 1988 and 1994 models. This comparison, based on 38 species groups consisting of 53 603 trees, demonstrated that the 2002 model is consistently the best overall model of the four, and the 2001 model is the simplest in form and the best for estimating merchantable height. The results of this study also indicate that several fit statistics and lack-of-fit statistics should be used to create indices for ranking taper models for practical applications, instead of only a few. Key words: taper, variable-exponent, history of taper models, comparison of taper models, evaluations of taper models

scholarly journals Additional species for the Jemez Mountains, New Mexico, U.S.A.

2017 ◽  
Vol 11 (2) ◽  
pp. 513-522
Author(s):  
C.F. Keller ◽  
C.T. Martin ◽  
T.S. Foxx ◽  
N.R. Greiner
Keyword(s):  
New Mexico ◽  
Additional Species ◽  
University Of New Mexico ◽  
San Pedro ◽  
Jemez Mountains ◽  
In The Wild ◽  
Voucher Specimens ◽  
San Ysidro ◽  
Floristic Studies ◽  
The University

In this paper, we note 161 species and varieties of plants in the Jemez Mountains verified through voucher specimens. These species were not previously listed in the most detailed previous floristic study in this area Floristic Studies in North Central New Mexico, U.S.A. the Tusas Mountains and the Jemez Mountains by Reif et. al. (2009). Most of these specimens are housed in the Jemez Mountain Herbarium (JMH) at the Los Alamos, New Mexico Nature Center. Others are housed in the herbarium at the Museum of Southwestern Biology at the University of New Mexico (UNM), and a few elsewhere as noted (SEINet).                 If this number is added to the total for the Jemez Mountains from Reif’s work, the new total for the Jemez Mountains is 1,504 taxa. These additions include seven new state records, as well as several species not expected in the Jemez Mountains environment and altitude range. Of special interest are the flora of the San Pedro Parks Wilderness in the northwest part of the range, White Rock Canyon along the Rio Grande, and the desert shrublands west of San Ysidro at the extreme southwest part of the Jemez Mountains. For completeness, we include species escaped from cultivation but apparently well established in the wild, and a list of species that have not recurred where they were collected. Finally, there are comments on aspects of Reif et al. (2009).

scholarly journals Nieznane polonika kanadyjskie – William John Rose i jego archiwalna spuścizna

2019 ◽  
Vol 18 ◽  
pp. 315-326
Author(s):  
Tomasz Pudłocki
Keyword(s):  
British Columbia ◽  
History Of Science ◽  
Anglo Saxon ◽  
University Of British Columbia ◽  
History Of ◽  
The Subject ◽  
The University ◽  
The Rose

Autor omawia archiwalną spuściznę Williama Johna Rose’a (1885–1968), kanadyjskiego slawisty, historyka i socjologa, pokazując jej przydatność do badań nad historią nauki oraz relacjami uczonych polskich z uczonymi z krajów anglosaskich. Ze względu na oddalenie Vancouver od Polski kolekcja zgromadzona w Archiwum Uniwersytetu Kolumbii Brytyjskiej nie była do tej pory przedmiotem zainteresowań polskich uczonych, warta jest jednak zauważenia ze względu na swoje bogactwo i różnorodność tematyczną. Unknown Canadian Polonica – William John Rose and his archival legacy Abstract The author discusses the archival legacy of William John Rose (1885–1968), a Canadian Slavist, historian and sociologist, showing its usefulness in researching the history of science and the relations between Polish scholars and scientists from Anglo-Saxon countries. Due to the distance of Vancouver from Poland, the Rose Fond collected in the Archives of the University of British Columbia (Canada) has not been the subject of interest of Polish scholars so far, but it is worth noting due to its richness and thematic diversity.

scholarly journals Hate Speech In Canada

2019 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
CASIS
Keyword(s):  
Hate Speech ◽  
Assistant Professor ◽  
The United States ◽  
University Of British Columbia ◽  
Canadian Association ◽  
Intelligence Studies ◽  
Academic Publications ◽  
History Of ◽  
Global Affairs ◽  
The University

On May 16th 2019, the Canadian Association for Security and Intelligence Studies (CASIS) Vancouver hosted Dr. Heidi Tworek at its roundtable meeting titled “Hate Speech in Canada: A New Democratic Threat Requiring Policy Incentives.” Dr. Tworek is an Assistant Professor of International History at the University of British Columbia. She is also a non-resident Fellow at the German Marshall Fund of the United States, the Canadian Global Affairs Institute, and the Joint Centre for History and Economics at Harvard University. She works on the history of news and of international organizations. Alongside academic publications, she also writes about German and transatlantic politics and media for a wide variety of venues including Foreign Affairs and Wired magazine.

scholarly journals The role of an educational vignette to teach dental students on issues of substance use and mental health disorders in patients at the University of British Columbia: an exploratory qualitative study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Mario Brondani ◽  
Rana Alan ◽  
Leeann Donnelly
Keyword(s):  
Mental Health ◽  
Substance Use ◽  
Mental Health Disorders ◽  
Class Discussion ◽  
Inverted Classroom ◽  
University Of British Columbia ◽  
History Of ◽  
Health Disorders ◽  
Open Dialogue ◽  
The University

Abstract Background Inverted classroom approaches and the use of vignettes have been suggested in health care education. The objective of this study was to use an educational vignette to discuss issues of stigma around substance use and mental disorders within undergraduate Doctor of Medicine in Dentistry (DMD) and Bachelor of Dental Science in Dental Hygiene (BDSc-DH) students at the University of British Columbia, Canada. Our research question was “how can an educational vignette, depicting a fictitious patient with a history of substance use and mental health disorders accessing dental care, promote an open dialogue about stigma?” Methods An educational vignette was developed based on individuals’ lived-experiences with a variety of substance use and/or mental health disorders. This vignette was used to generate in-class discussion involving all the DMD and BDSc-DH undergraduate students enrolled between 2015/16 and 2018/19 who attended a mandatory 2.5 h didactic session using an inverted classroom approach. Students were also encouraged to provide a post-class voluntary written reflection, between 200 and 300 words, around stigma. The authors took written field notes on students’ response to the vignette and used excerpts from students’ de-identified reflections to illustrate the impact of such an educational tool. Results A total of 323 DMD and BDSc-DH students attended the didactic sessions between 2015/16 and 2018/19, and 148 reflections were submitted over the same time period. The inverted classroom approached showed to be engaging and collaborative. The vignette promoted open dialogue and was determined to be a conducive tool to generate in-class discussion and reflection. Major themes from the textual data included ‘exploring power relations’ and ‘patient-centered care approach to counteract stigma’. The vignette also enabled the discussion of positive experiences characterized by empathy, reassurance and communication, although it might not have prompted all students to participate in class or in writing the reflections. Conclusion The inverted classroom approach and the vignette seemed to be an effective way to facilitate dialogue and reflection for most students. This study highlighted the need to explore innovative ways in which to continuously prepare current and future oral health care providers to professionally address the needs of patients with a history of substance use and/or mental health disorders.

Relocating a Sense of Place Using the Participatory Geoweb

2015 ◽  
Vol 6 (1) ◽  
pp. 24-38 ◽  
Author(s):  
Jon M. Corbett ◽  
Mike Evans ◽  
Gabrielle Legault ◽  
Zach Romano
Keyword(s):  
British Columbia ◽  
Sense Of Place ◽  
Ease Of Use ◽  
Community Based ◽  
Community Based Research ◽  
University Of British Columbia ◽  
Document Database ◽  
History Of ◽  
Institutional Relations ◽  
The University

The interactive capability and ease of use of Geoweb technologies suggest great potential for Aboriginal communities to store, manage, and communicate place-related knowledge. For the Métis, who have a long history of dispossession and dispersion in Canada, the Geoweb offers an opportunity in realizing the desire to articulate a coherent sense of place for their people. This paper reports on a community-based research project involving the University of British Columbia (UBC) and the Métis Nation of British Columbia (MNBC) – the political body representing the Métis people in BC. The project includes the creation of a Geoweb tool specifically designed to facilitate the (self) articulation of a Métis community in contemporary BC. It examines how Geoweb technologies have been used to create a participatory, crowd-sourced Historical Document Database (HDD) that takes meaning through the interface of a map. The paper further explores how the data contributed by members of the Métis community have been used to capture, communicate, and represent community memories in the dispersed membership. It concludes by examining challenges that have emerged related to platform stability and institutional relations related to the ongoing sustainability of the HDD.

scholarly journals A Girl Activist Inventory

2020 ◽  
Vol 13 (2) ◽  
pp. v-vi
Author(s):  
Claudia Mitchell
Keyword(s):  
Young Women ◽  
Women Activists ◽  
Gender Violence ◽  
Special Issue ◽  
Northern Ontario ◽  
Feminist History ◽  
University Of British Columbia ◽  
Wide Range ◽  
History Of ◽  
The University

In March 2019, I had the pleasure of giving a talk at Peter Green College at the University of British Columbia that I called “The Politics and Possibilities of Girl-led and Youth-led Arts-based Activism to Address Gender Violence.” I wanted to highlight in particular the activist work of numerous groups of Indigenous girls and young women in a current project and the youth AIDS activist work of the Fire and Hope project in South Africa but I also wanted to place this work in the context of girls’ activism and youth activism more broadly. To do this I started out with a short activity called “Know your Girl Activist” during which I showed PowerPoint photos of some key girl and young women activists of the last few years, and asked the audience if they could identify them. The activists included two Nobel Prize Peace Prize winners, Malala Yousafzai (2014) and Nadia Murad (2018) along with Autumn Pelletier, the young Indigenous woman from Northern Ontario, Canada, well known for her work on water activism, and, of course, Greta Thunberg, now a household name but then, in 2019, already well known for her work on climate change activism. To my surprise only some of these activists were recognized, so, during the Q and A session, when I was asked if there is a history of girls as activists I could see that this question indicated clearly the urgent need for this special issue of Girlhood Studies which was only just in process then. Now, thanks to the dedication of the two guest editors of this special issue, Catherine Vanner and Anuradha Dugal and the wide range of superb contributors, I can point confidently to girls’ activism as a burgeoning area of study in contemporary feminism rooted in feminist history.

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