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This project cumulates into a policy brief which provides recommendations for changes to the policy involving psychoeducational assessment for students with learning disabilities enrolled in Adult Basic Upgrading (ABE). As much as 25% of students enrolled in ABE programs have a documented disability and many more are suspected. This project provides a review of the literature outlining the implications of education on societal and individual functioning as well as its significance in supporting inclusion and social justice practices. The writer was further informed through examining government documentation and websites, e-mail communication with two international initiations, an interview with a former department head of a disability service center, meetings with members of the provincial articulation subcommittee and attendance at meetings involving educators and support staff of ABE students. This project is intended to promote awareness of the inequality created by current policies around academic accommodations for students with learning disabilities and provide justification for policy reform. https://viurrspace.ca/bitstream/handle/10613/7189/Browing.pdf?sequence=3&isAllowed=y

Funny things can happen after an evening of cocktails and socializing: the next day you may realize that you've volunteered to organize and run a major planning conference. This is what happened to us three years ago, and now that we've emerged from a process that seemed like a blur, we're ecstatic to report that the "2002: Making Waves" conference was a success on all fronts. https://viurrspace.ca/bitstream/handle/10613/5518/Article001.pdf?sequence=3 From the conference co-chairs

Children are coming to school with increasing rates of unaddressed social-emotional needs, along with challenges directly related to these needs. Essentially, these deficits make it necessary for schools to go beyond a sole focus on facilitating academic learning, and place a targeted focus on social-emotional learning (SEL). Research indicates a strong correlation between social-emotional learning, cognitive development and academic success, reinforcing the need for this intentional shift. The purpose of this project was to investigate how a teacher might integrate social-emotional learning and mindfulness strategies, and enhance children’s emotional intelligence, to improve the learning environment and experience of elementary students. I created a website, SEL4ED, as a social-emotional learning repository that can be used by educators, parents, and students alike. The feedback received about SEL and the SEL4ED site, indicated that educators recognize the importance of SEL for students, and want resources, tools, strategies, and ideas, so that they may best address these needs in a timely and effective manner. Growing evidence demonstrates that to promote a significant shift in social-emotional outcomes and academic achievement, districts, schools, and educators all need to value SEL instruction, and commit to its integration within the daily curriculum. This targeted focus is a critical factor in how we teach to the “whole child”. SEL4ED is designed to be a collaborative resource, and my hope is that educators will continue to contribute and share their ideas and experiences on the site. These contributions will help develop, grow, and enhance the repository, and support others in their endeavours to teach to both the hearts, and minds, of today’s students. https://viuspace.viu.ca/bitstream/handle/10613/2633/darci_gilmore_process_paper_final_2015.pdf?sequence=3

Our favourite places: Morrison Marsh / Cheryl Moreland -- School garden update and work party info / Magdalene Joly -- GLAD cookies fundraiser / Ann Vesey -- Islands Trust trustee notebook: report from the affordable housing box / Laura Busheikin -- DIRCS Community Hall report / Bob Koontz -- Peripheral Vision jazz concert / Sara French -- Concerts Denman presents The Muse Ensemble / Robert Newton -- Profile of the month: Cora and Rees Barnes / Cindy Critchley -- Letters -- Arts Denman news -- Denman Island Readers and Writers Festival biographies and book reviews -- Fred Wah book / Annette Reinhart -- Book review: From Harvey River, a memoir of my mother and her people, by Lorna Goodison / Jean Cockburn -- Dora Drinkwater Library Internet wi-fi service now available / Jean Cockburn -- Community supported agriculture on Denman Island / Magdalene Joly -- Denman Audio Arts Collective open stage / Bill Engleson -- Agriculture matters: the potato issue / Max Rogers -- Seniors and Museum Society monthly update February 2013 / Deborah Frketich -- New Raven Coal Mine action campaign / Patti Willis -- 2013 Denman Island phone directory / Katarina Meglic -- Spring Equinox potluck features symphony of the soil / Fireweed -- Confessions of gentrified soul, part 81: a willful winter walkabout / Bill Engleson -- Denman Island Community School: more about music with Bethany -- Fourth annual Denman Island table tennis tournament March 2nd and 3rd / Doreen Tetz -- Jon Brooks concert on Denman / Kevin Mitchell -- News from the Hornby and Denman Community Health Care Society / Lori Nawrot -- Denman Island Outhouse Resurrection Comedy Revue / Laurie Montemurro -- Feeding ourselves, getting more folks farming: rural affordable housing project of the Denman Community Land Trust Association / Jenny Balke -- Bad day in the banyo / Carole Vosburgh -- Denman Island Readers and Writers Festival biography: Kevin Chong -- Community events listings https://viurrspace.ca/bitstream/handle/10613/27128/FlagstoneMar-2013.pdf?sequence=2&isAllowed=y

Previously, in Penner (2016), a theory of gravitational anti-screening was shown to lead to the Baryonic Tully-Fisher Relationship. In addition, it was shown to agree with the observed rotation curve of the Galaxy, the observed features in the rotational curves of other spiral galaxies, and with observations of the Coma cluster. In this paper, the theory is now shown to be consistent with a geometrically flat universe. Using a model of the distribution of superclusters, the overall density parameter of the universe, as determined by the theory, is equal to 1.08 plus/mimus 0.19. In addition, the energy density which falls out from the theory has a negative pressure associated with it. This, along with a model of the evolution of superclusters, leads to an acceleration of the universal expansion without the requirement of dark energy. The theory of gravitational anti-screening therefore provides an alternative to the LCDM model of cosmology. Comment: arXiv admin note: substantial text overlap with arXiv:1405.5165, arXiv:2010.06376

Comment faire pour défnir l'intégration communautaire, concevoir en conséquence et la mesurer? Cet article se penche sur la signifcation de projets intégrés et présente trois concepts innovateurs de Calgary - Garrison Woods, Bridges et McKenzie Towne - pour illustrer la notion. Un nouvel outil de mesure, dit indice d'intégration communautaire, est exposé comme moyen d'évaluer l'integration actuelle des collectivités et de voir comment elles peuvent évoluer avec le temps. How do you define, design for, and measure, community integration? This article explores what community integration means, and profiles three innovative Calgary designs, Garrison Woods, the Bridges and McKenzie Towne, that illustrate the concept. A new measurement tool, the Integrated Community Index, is introduced to assess communities on their current integration, and how able they are to evolve over time. https://viurrspace.ca/bitstream/handle/10613/5920/Article007.pdf?sequence=3 Abstract in English and French; text in French.

In this qualitative narrative self-study, I used critical reflection as a means to deepen my understanding of Reggio inspired practices in British Columbia. My daily actions and thoughts were collected for a period of 15 weeks over a five-month period in the 2018 school year. Collecting data through writing narratives provided a means for me to reflect on my practice during the process of writing them and reflect on afterwards during the analysis. From this data, the themes that emerged in this data showed that in my own Reggio inspired practices I began to share my pedagogical choices in my practice with others in my context. Also, I was able to make changes to the way I structured time in order to bring to living qualities in the classroom environment with my learner’s inquires. With those changes brought new changes and the need for further critical reflection on my role as the teacher. In beginning to discover my role as teacher as researcher, I found joy in being present with my learners. I was also faced with challenges, specifically around the use of pedagogical documentation in my practice. Collaboration with others in my practice often resulted in possibilities for my practice and my learners that I could not have anticipated before the collaboration had taken place. Lastly, using critical friends in this study helped me to identify assumptions in my practices and proved to be a way for me to clearly identify my next steps in finding what it means for me to become Reggio inspired in my own context of British Columbia. https://viurrspace.ca/bitstream/handle/10613/24429/Blow.pdf?sequence=3&isAllowed=y

Study days -- Work orders for building and ground repairs -- Washers & dryers for sale -- Campus recreation this week -- Contact improvisation -- Arts alive!, Duncan -- Interactive videodisc systems for education -- Film, The limits of growth (The club of Rome) -- Students https://viuspace.viu.ca/bitstream/handle/10613/1254/MalaCollFeb20-76.pdf?sequence=3

In May-June 2016, Vancouver Island University conducted a bird banding project at the Salmon River South Conservation Area, with specific objectives to monitor migrating and breeding birds to assess their use of the habitat as a migratory stopover and breeding site. This report summarizes the activities and results for the bird banding project conducted Salmon River South Conservation Area in 2016. https://viurrspace.ca/bitstream/handle/10613/27363/Salmon-River-Bird-Banding-Data-Report-2016.pdf?sequence=3

Inquiry based learning using iPad computers was investigated to determine if there was an increase in motivation and engagement using this educational intervention. A multi case study of four students was conducted using pretest/posttest design, classroom observation, and follow up interviews with students and teachers. Three students showed gains in five or six motivation and engagement categories and a loss in one or two or no categories as measured by the Motivation and Engagement Scale-Junior School. One student’s already high scores were stable except for showing a decrease in one category. Whole-interval sampling during iPad use and class discussion of inquiry searches showed intense engagement. Student themes indicated inquiry based learning with iPads was a good way to learn, that teacher and parental support were important to them, that choice and responsibility was appreciated, as were the ability to redo tests and assignments. Teacher themes indicated that inquiry based learning with iPads increased motivation and engagement, that students developed critical/deeper thinking skills, and became more self-reliant learners. Further exploration of this teaching method is recommended. https://viuspace.viu.ca/bitstream/handle/10613/2028/Wright.pdf?sequence=3