scholarly journals The Tricksters Speak: Klooscap and Wesakechak, Indigenous Law, and the New Brunswick Land Use Negotiation

2016 ◽  
Vol 61 (4) ◽  
pp. 979-1014
Author(s):  
Lara Ulrich ◽  
David Gill
Keyword(s):  
New Brunswick ◽  
Natural World ◽  
First Nation ◽  
Indigenous Law ◽  
Talking Circle ◽  
Constitutional Principle ◽  
Legal Obligations ◽  
Legal Duty ◽  
Aboriginal Law ◽  
The University

In 2015, the University of New Brunswick hosted the Kawaskimhon Talking Circle Moot. The moot problem was based on the case of Buctouche First Nation v. New Brunswick. The applicant First Nation applied to the courts for an injunction opposing the New Brunswick government’s forest strategy. The forest strategy increased the annual harvesting of softwood timber while reducing the area of Crown-protected conservation forest. Participants were assigned clients and asked to represent these clients’ interests and perspectives. This article presents the argument made on behalf of the Council of Traditional Elders and Chiefs of the Mi’kmaq peoples. Their interests consist of protecting the traditional lands of the Mi’kmaq people while recognizing that the Mi’kmaq have a legal duty to the forests upon which they depend. The argument is presented as a dialogue between two Indigenous tricksters—Klooscap (a Mi’kmaq trickster) and Wesakechak (a Cree trickster). The tricksters advance their position using Mi’kmaq law. In particular, the tricksters focus on the environmental and constitutional principle of netukulimk. Netukulimk is a theory of sustainability that is offered as an alternative framework to the colonial laws that currently dominate Canadian Aboriginal legal issues. The use of Mi’kmaq law presents opportunities for self-governance by recognizing and applying Mi’kmaq legal obligations to the natural world. This article concludes with a brief commentary on the application of Indigenous law in this fictionalized context and its future as an influence on and alternative to Canadian Aboriginal law.

scholarly journals Institutional Restructuring in Response to the Changing Mission of Land Grant Colleges Cook College, Rutgers University – The State University of New Jersey

1973 ◽  
Vol 2 (2) ◽  
pp. 297-304
Author(s):  
Daymon W. Thatch ◽  
William L. Park
Keyword(s):  
Higher Education ◽  
New Brunswick ◽  
Colonial America ◽  
Revolutionary War ◽  
The State ◽  
State University ◽  
Arts And Sciences ◽  
Rutgers University ◽  
Wide Range ◽  
The University

Rutgers University was chartered as Queen's College on November 10, 1766. It was the eighth institution of higher education founded in Colonial America prior to the Revolutionary War. From its modest beginning in the New Brunswick area the University has grown to eight separately organized undergraduate colleges in three areas of the State, with a wide range of offerings in liberal and applied arts and sciences.

Psychiatric illness and driving: Irish psychiatrists' documentation practices

2009 ◽  
Vol 26 (1) ◽  
pp. 16-19 ◽  
Author(s):  
Camilla Langan
Keyword(s):  
Psychiatric Illness ◽  
Medication Compliance ◽  
Potential Effect ◽  
Driving Ability ◽  
Second Phase ◽  
Clinical Notes ◽  
Anonymous Questionnaire ◽  
Legal Obligations ◽  
Legal Duty ◽  
The Uk

AbstractObjective: Psychiatric illness and the use of psychotropic medication are recognised as factors that may impair driving ability. Clinicians in the UK have a legal duty to advise patients on the effects of illness and prescribed medication on driving ability. Although clinicians in Ireland have no equivalent legal obligations, good medical practice suggests that doctors should be aware of whether patients are active drivers, and issue appropriate advice, supported by adequate documentation in clinical notes.Method: The initial phase of the study analysed 44 outpatient records and 48 discharge records to ascertain the level of documentation regarding driving status, and advice given to patients regarding the effect of illness or medication on driving ability. The second phase involved distribution of an anonymous questionnaire to 18 psychiatrists employed in the acute psychiatric unit setting.Results: Although there was minimal documentation regarding the potential effect of illness on driving ability, more than 50% of case notes revealed documented advice to patients regarding side-effects of medication and driving ability. Over 50% of case notes contained advice about medication compliance, but none contained cautionary advice about operating machinery. All psychiatrists admitted not being aware of the driving status of every patient they reviewed. Over 50% admitted to advising patients of the effect of illness or medication on driving ability, but fewer reported documenting this advice on every occasion. All psychiatrists reported that they would benefit from training in this area.Conclusion: This study suggests that there is underdocumentation of advice given to patients regarding the effect of their symptoms or medication on driving ability. Clinicians need to improve their awareness of patients' driving status, in addition to receiving training on what their responsibilities are in this regard.

scholarly journals Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology

2021 ◽  
Vol 83 (1) ◽  
pp. 5-11
Author(s):  
Travis T. Fuchs ◽  
Kevin M. Bonney ◽  
Mike Arsenault
Keyword(s):  
Cell Biology ◽  
Natural World ◽  
Learning Theories ◽  
Collaborative Approach ◽  
Evidence Based Practices ◽  
Educational Levels ◽  
Instructional Focus ◽  
Student Misconceptions ◽  
Using Data ◽  
The University

Students come to science class with many ideas of how the natural world works, some of which do not match the consensus of the scientific community and can lead to misunderstandings. Because a growing body of educational research indicates that these misconceptions can serve as resources for learning, we developed a four-point plan to leverage knowledge of common misconceptions to improve classroom teaching by refining instructional focus, providing opportunities for reflective practice, applying evidence-based practices, and promoting exploration of learning theories. By sharing this plan with our teaching colleagues, we were able to foster a collaborative approach to our and others’ practice. To do this, we compiled a resource bank of common student misconceptions using data collected from the University of Toronto’s National Biology Competition, developed a guide for using this misconception resource bank to promote best teaching practices, then shared this plan with our teaching colleagues in order to foster a collaborative approach to our pedagogy. In this article, we present the resource bank and guide and provide teaching tips that can be applied to a wide array of scientific course types and educational levels.

scholarly journals Three short studies from field studies in marine biology and oceanography

SURG Journal ◽  
2013 ◽  
Vol 6 (2) ◽  
pp. 78-92
Author(s):  
Melanie Barry ◽  
Shannon Ferraro ◽  
Kaitlyn Wagner
Keyword(s):  
New Brunswick ◽  
Benthic Invertebrates ◽  
Marine Mammals ◽  
Marine Biology ◽  
State Of The Art ◽  
Field Studies ◽  
Integrative Biology ◽  
Research Projects ◽  
Science Centre ◽  
The University

ZOO*4300 (Marine Biology and Oceanography) is a senior-level field course offered by the Department of Integrative Biology at the University of Guelph. This two-week course is held at the Huntsman Marine Science Centre in St. Andrew’s New Brunswick, Canada. Students enrolled in the course study various aspects of the ecology, behaviour, physiology, biochemistry and genetics of marine organisms using a variety of oceanographic techniques. The course also includes group exercises to study various intertidal and sub-tidal environments as well as boat cruises to collect plankton, benthic invertebrates, marine fish, and to observe marine mammals. The course provides excellent opportunities for students to familiarize themselves with state-of-the-art techniques involved in various branches of marine biology and oceanography and conduct an individual research project. This feature highlights three individual research projects by University of Guelph students. More information about the field course in marine biology and oceanography is accessible at the following link: http://www.uoguelph.ca/ib/undergrad/fieldcourses_marine.shtml.

CRDS study of auto-ionizing Rydberg states of argon in a microwave discharge This article is part of a Special Issue on Spectroscopy at the University of New Brunswick in honour of Colan Linton and Ron Lees.

2009 ◽  
Vol 87 (5) ◽  
pp. 575-581 ◽  
Author(s):  
B. M. van der Ende ◽  
C. Winslade ◽  
R. L. Brooks ◽  
R. H. deLaat ◽  
N. P.C. Westwood
Keyword(s):  
New Brunswick ◽  
Excited States ◽  
Microwave Discharge ◽  
Rydberg States ◽  
Spectral Lines ◽  
Optical Transitions ◽  
Single Source ◽  
Special Issue ◽  
Line Widths ◽  
The University

Optical transitions from two microwave discharge excited states of argon have been observed using cavity ring-down spectroscopy. These transitions originate on the high-lying levels, 3d[1/2] 1° and 3d[3/2] 2° , and terminate on the nf ′[5/2] Rydberg (n = 8 to 22) levels, which, except for n = 8, lie between the 2P3/2 and 2P1/2 ionization thresholds. In total, 24 such spectral lines have been observed. The quantum defect for the f ′ series has been measured and is compared to previously measured values. We observe a nearly threefold jump in line width in going from n = 8 to n = 9, below and above the 2P3/2 threshold, respectively. The line widths are broad and increase monotonically with n (above 9), in contrast to the narrowing of line widths usually observed. We cannot attribute this to a single source but conclude that collisional, quasielastic l-mixing of the nf ′[5/2] Rydberg states plays a significant role.

Computer-Assisted Learning in Professional Forestry Education at the University of New Brunswick

1987 ◽  
Vol 63 (5) ◽  
pp. 356-359
Author(s):  
G. A. Jordan
Keyword(s):  
New Brunswick ◽  
Key Words ◽  
Forest Resources ◽  
Computer Assisted ◽  
Computer Assisted Learning ◽  
Forestry Education ◽  
Self Discovery ◽  
The University ◽  
Ongoing Support

The Computer-Assisted Learning (CAL) experiences of the Department of Forest Resources at the University of New Brunswick are described. The paper defines the principal benefit of CAL as better students rather than better teaching and states that CAL has contributed to the former by enhancing learning in three important ways: (i) new subjects, not possible before, have been introduced; (ii) certain topics have been dealt with more often; (iii) the delivery of some subjects has been better managed. The paper continues with a discussion of three strategies that were successfully employed in implementing the CAL programme. These strategies are (1) the programme emphasized heuristic CAL activities: probelm-solving, self-discovery and "what-if" learning, as opposed to drill and tutorial exercises: (2) the programme was committed to developing and maintaining appropriate CAL infrastructure: a dedicated and fully equipped CAL laboratory, plus the ongoing support of a CAL specialist to assist and educate faculty in integrating and implementing CAL techniques and. avoid reliance upon imported, often inappropriate, courseware; (3) in a limited funding situation the programme deliberately traded microcomputer quality for quantity, thus maximizing number of students accommodated. The paper concludes with a description of several CAL examples taken from undergraduate courses currently offered at the Faculty of Forestry. Key words: computer-assisted learning, forestry education.

Photogrammetric Application of Skylab Photography

1980 ◽  
Vol 34 (2) ◽  
pp. 123-130
Author(s):  
Eugene E. Derenyi ◽  
Stuart C. MacRitchie
Keyword(s):  
New Brunswick ◽  
Space Shuttle ◽  
Small Scale ◽  
Mean Square ◽  
Single Image ◽  
Aerial Triangulation ◽  
Multiple Image ◽  
Expected Performance ◽  
Future Space ◽  
The University

Investigations at the University of New Brunswick into the feasibility of using Skylab/EREP S190-A and S190-B imagery in photo control extension for small-scale mapping are reviewed. Single-image and multiple-image processing are discussed and it is shown that simple space resection procedures give results compatible with more sophisticated aerial triangulation procedures, i.e., Root Mean Square Error (RMSE) values of approximately 60 m to 70 m in X and Y for S190-A photography and 20 m in X and Y for S190-B photography. The results of this study, and those from previous investigations, are used as a basis for recommendations pertinent to future space photography missions and, in particular, the expected performance of the Large Format Camera (LFC), proposed for use in the space shuttle missions of the early 1980s, is reviewed.

Over-regulation of Indigenous law? The Burial and Cremation Bill 2019 (NT)

2020 ◽  
pp. 1037969X2097479
Author(s):  
Stephen Gray
Keyword(s):  
Indigenous People ◽  
Record Keeping ◽  
Indigenous Law ◽  
Policy Goals ◽  
The Law ◽  
Aboriginal Law

The Northern Territory’s Burial and Cremation Bill 2019 has been criticised as a gross form of disrespect to traditional Aboriginal law, with Indigenous people arguing that the Bill criminalises the operation of Aboriginal law on Aboriginal land, and may lead to an increase in already high incarceration rates. Should the law in this area seek to strike a ‘balance’ between Aboriginal law and the policy goals of non-Aboriginal law, including policing and record-keeping; or should Indigenous people be left free to carry out traditional law in an area of great cultural and historical sensitivity?

scholarly journals In the field: an interview with Holly Shiels

2020 ◽  
Vol 223 (17) ◽  
pp. jeb233601
Keyword(s):  
New Brunswick ◽  
North Atlantic ◽  
Master's Degree ◽  
Stanford University ◽  
Cardiac Physiology ◽  
Senior Lecturer ◽  
The University ◽  
The Tropics ◽  
University Of Manchester ◽  
Simon Fraser University

Holly Shiels is a Reader at The University of Manchester, UK, where she investigates cardiac physiology in ectotherms. She completed her undergraduate degree in Biology at University of Western Ontario, Canada, before moving to Simon Fraser University, Canada, to complete her Master's degree and PhD. After postdoctoral studies at Stanford University, USA, and the University of Leeds, UK, Shiels moved to the University of Manchester, UK, first as a Lecturer and then Senior Lecturer. Telling us about her first experience of fieldwork on the coast of New Brunswick, Canada, Shiels describes the highs and lows of research on the ocean in the tropics and North Atlantic.

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