Applied Filters
- Integrative Sciences
Journal Title
Topics
- Conservation and Sustainability169
- Science and Policy140
- Science and Society107
- Public Health56
- Earth and Environmental Sciences55
- Biological and Life Sciences53
- Marine and Aquatic Sciences42
- Ecology and Evolution41
- Science Communication35
- Science Education20
- Biomedical and Health Sciences19
- Ethics13
- Epidemiology8
- Geosciences8
- Engineering, Technology, and Mathematics6
- Plant and Agricultural Sciences6
- Atmospheric and Climate Sciences5
- Data Science5
- Nutrition, Sport, and Exercise Sciences5
- Research Data Management5
- Engineering4
- Mental Health4
- Zoology4
- Mathematics and Statistics2
- Microbiology2
- Physical Sciences2
- Anatomy and Physiology1
- Chemistry1
- Clinical Sciences1
- Data Science Theory and Methods1
- Materials Science1
Publication Date
Author
- Cooke, Steven J23
- Bennett, Joseph R9
- Moher, David8
- Straus, Sharon E7
- Ban, Natalie C6
- Jacob, Aerin L6
- Lemieux, Christopher J6
- Lotze, Heike K6
- Olive, Andrea6
- Favaro, Brett5
- Loring, Philip A5
- Nguyen, Vivian M5
- Westwood, Alana R5
- Beazley, Karen F4
- Chan, Hing Man4
- Cheung, William W L4
- Ford, Adam T4
- Foster, Angel M4
- Li, Linda C4
- Mallory, Mark L4
- Moore, Jonathan W4
- Otto, Sarah P4
- Provencher, Jennifer F4
- Rochman, Chelsea M4
- Swerdfager, Trevor4
Access Type
201 - 220of361
Save this search
Please login to be able to save your searches and receive alerts for new content matching your search criteria.
Filters
| Search Name | Searched On |
|---|---|
| Subject Areas: Integrative Sciences (361) | 21 Dec 2024 |
You do not have any saved searches
- OPEN ACCESSMore and more research institutions are implementing courses in research integrity (RI). Recent studies indicate that teachers of RI courses are increasingly adopting a “phronetic” approach to their teaching, where the focus is on nurturing values and practical wisdom—what Aristotle called phronesis. When adopting a phronetic approach, it is important to understand what phronesis in relation to RI entails and how and to what extent an RI course can contribute to the development of research phronesis. This paper contains a practice-based discussion of the realistic aims of RI courses and a first step towards a specification of the skill set necessary for developing research phronesis drawing on experiences from the PhD courses on Responsible Conduct of Research at the University of Copenhagen. We discuss the limited extent to which research phronesis can be taught in short courses and examine the broader implications of this for the role of RI courses in the training of good researchers.
- OPEN ACCESS
- OPEN ACCESS
- A.K. Menzies,
- E. Bowles,
- M. Gallant,
- H. Patterson,
- C. Kozmik,
- S. Chiblow,
- D. McGregor,
- A. Ford, and
- J.N. Popp
Climate change disproportionately affects Indigenous Peoples because of strong connections between environmental, cultural, and spiritual well-being. While much of the global discourse surrounding climate change is founded in Western science, the holistic, place-based knowledge of Indigenous Peoples offers a complementary way of understanding and mitigating climate change impacts. The goal of this research was to elevate Anishinaabe concerns, observations, and perspectives about climate change impacts and future research needs. We organized a workshop called “Connecting Guardians in a Changing World” where participants shared concerns about animal and plant life cycles, water cycles and water quality, and impacts to ways of life, including reduced capacity to perform cultural practices and erosion of their knowledge. Participants highlighted the challenge of prioritizing a single impact of climate change, emphasizing that impacts to the environment and ways of life are interconnected. Participants also expressed the need for research and policy that move beyond interdisciplinarity to include intercultural philosophy and research that better reflects Indigenous worldviews and incorporates Indigenous methodologies. Moving forward, meaningful partnerships and opportunities for knowledge sharing should be prioritized in climate change discourse to ensure solutions are generated together, with all of the tools and knowledge available. - OPEN ACCESSIn Canada, the participation of Indigenous communities in research and monitoring is growing in response to calls for partnerships and heightened interest in bridging Indigenous and Western science-based knowledge. Yet, as settler scholars, we have noted inconsistencies in the articulation and operationalization of community participation in peer-reviewed literature. We conducted a scoping review of community participation in coastal and marine research and monitoring across Inuit Nunangat. This resulted in 72 studies, most of which were undertaken in Nunavut. Fourteen terms were used to articulate community participation, the most common being: participate, collaborate, community-based, consult, or variations of these terms. Among the studies that used community participation terms, we found that authors only defined terms 10% of the time. Community participation was operationalized primarily through interviews, mapping, and field observations. We assessed studies across a spectrum of community participation levels and found that most studies (81%) reflected minimal levels of participation (i.e., consultative, contractual, and less than contractual). Our results highlight the need for clarity in language use, transparency in reporting research practices, and stronger efforts to support Indigenous leadership and decision-making authority, all of which must be defined on a community or project basis.
- OPEN ACCESS
- OPEN ACCESS
- Sabine Dietz,
- Karen F. Beazley,
- Christopher J. Lemieux,
- Colleen St. Clair,
- Laura Coristine,
- Eric Higgs,
- Risa Smith,
- Marlow Pellatt,
- Carolynn Beaty,
- Edward Cheskey,
- Steven J. Cooke,
- Lindsay Crawford,
- Rob Davis,
- Graham Forbes,
- Fawziah (ZuZu) Gadallah,
- Peter Kendall,
- Nick Mandrak,
- Faisal Moola,
- Scott Parker,
- James Quayle,
- Justina C. Ray,
- Karen Richardson,
- Kevin Smith,
- James Snider,
- John P. Smol,
- William J Sutherland,
- Andre Vallillee,
- Lori White, and
- Alison Woodley
Horizon scanning is increasingly used in conservation to systematically explore emerging policy and management issues. We present the results of a horizon scan of issues likely to impact management of Canadian protected and conserved areas over the next 5–10 years. Eighty-eight individuals participated, representing a broad community of academics, government and nongovernment organizations, and foundations, including policymakers and managers of protected and conserved areas. This community initially identified 187 issues, which were subsequently triaged to 15 horizon issues by a group of 33 experts using a modified Delphi technique. Results were organized under four broad categories: (i) emerging effects of climate change in protected and conserved areas design, planning, and management (i.e., large-scale ecosystem changes, species translocation, fire regimes, ecological integrity, and snow patterns); (ii) Indigenous governance and knowledge systems (i.e., Indigenous governance and Indigenous knowledge and Western science); (iii) integrated conservation approaches across landscapes and seascapes (i.e., connectivity conservation, integrating ecosystem values and services, freshwater planning); and (iv) early responses to emerging cumulative, underestimated, and novel threats (i.e., management of cumulative impacts, declining insect biomass, increasing anthropogenic noise, synthetic biology). Overall, the scan identified several emerging issues that require immediate attention to effectively reduce threats, respond to opportunities, and enhance preparedness and capacity to react. - OPEN ACCESSThe performance of graduate students in research varies greatly across countries due to various factors, mainly socioeconomic and linguistic. The current situation is critical because the wealthiest countries are also the most linguistically equipped to navigate the English-dominant landscape of academia. Here, we assess the language of citations and the publishing performance of graduate students from three French-speaking countries: Algeria, Canada, and France, where Algeria is the least English proficient and the most economically disadvantaged. We found that the bibliography of PhD theses were English dominated in all regions (72.5% in Algeria compared with >93.1% in Western countries), whereas those of Masters theses were French dominated in Algeria (63.3%), relatively bilingual in France (47.6% French), but English dominated in Canada-Québec (94.7%) and Canada-BC (98.7%). Algerian PhD students produced fewer papers, were less likely to publish in journals with calculated impact factors, and received fewer citations than students who graduated from universities in France or in two Canadian provinces, British Columbia and Québec. Our results suggest that the economic and linguistic disadvantages faced by graduate students from non-Western backgrounds affect their academic performance, highlighting important issues in facing future global challenges.
- OPEN ACCESS
- OPEN ACCESSFor cities to grow their urban forest canopy the formula appears rather straightforward: the right trees, plus the right conditions, plus the right care equals success. These simplified “tree chain of custody” steps, however, represent activities within a complex value-chain in Canada. Given that there is heightened demand for urban tree planting as natural climate solutions become the norm, how can we prepare the value-chain to meet these demands? To answer this question, we outline the pathways by which trees presently go from nurseries into urban and peri-urban areas. Delineating the actors, roles, and present barriers to success exposes the complexity of the process and relationships in the value-chain, as there are distinct phases with multiple actor groups involved who influence, and are influenced, by one another. We explore the issues that pose prominent challenges to, as well as opportunities for, the value-chain. Emergent themes include communication, forecasting demand and timing, underpricing and undervaluing tree establishment, lack of awareness on the importance of soils, juvenile tree health, species selection, and gaps in evidence-based decision support tools. The touchstones of science and innovation, collaboration, and knowledge mobilization are pertinent for the value-chain in Canada to draw upon to navigate the future.
- OPEN ACCESSChildren and youth flourish in environments that are predictable, safe, and structured. The COVID-19 pandemic has disrupted these protective factors making it difficult for children and youth to adapt and thrive. Pandemic-related school closures, family stress, and trauma have led to increases in mental health problems in some children and youth, an area of health that was already in crisis well before COVID-19 was declared a global pandemic. Because mental health problems early in life are associated with significant impairment across family, social, and academic domains, immediate measures are needed to mitigate the potential for long-term sequalae. Now more than ever, Canada needs a national mental health strategy that is delivered in the context in which children and youth are most easily accessible—schools. This strategy should provide coordinated care across sectors in a stepped care framework and across a full continuum of mental health supports spanning promotion, prevention, early intervention, and treatment. In parallel, we must invest in a comprehensive population-based follow-up of Statistics Canada’s Canadian Health Survey on Children and Youth so that accurate information about how the pandemic is affecting all Canadian children and youth can be obtained. It is time the Canadian government prioritizes the mental health of children and youth in its management of the pandemic and beyond.
- OPEN ACCESSWe pursue an evidence-informed argument that interpersonal relationships in childhood and adolescence are central to achieving learning outcomes and that school closures across various parts of Canada during the COVID-19 pandemic have compromised these critical relationships, jeopardizing educational attainment. We highlight how the centrality of relationships with peers and educators in achieving learning goals is well established in the literature. So too is the importance of peers in creating stable mental health and wellness for children and youth. The pandemic context has drastically interfered with ongoing wellness, exacerbating feelings of loneliness and social isolation, which takes a toll on what children and youth can achieve in the virtual classroom. In the interest of reducing harm, we call on provincial/territorial governments to move quickly to ensure schools are open in the fall and to think carefully and consult effectively before any further closure decisions are made. We understand that safety is paramount and as such offer a framework for planning a safe return where necessary. Now more than ever there is a need to prioritize social–emotional learning opportunities to protect young people from the lasting effects of social isolation and threats to the fundamental need to belong that have been induced or exacerbated by the pandemic.
- OPEN ACCESSAs Canada’s schools reopen, attention to healing the school community is essential. Given the considerable stressors of the COVID-19 pandemic, it is unsurprising that recent studies find Canadian children’s mental health in decline. As social connection is tightly entwined with children’s mental health, supporting school-based spaces for quality social interactions and play will be an important postpandemic recovery strategy. Children will need opportunities to re-establish positive social connections at school, and informal spaces such as recess and lunch are an ideal time to afford these opportunities. Yet many schoolyards have long been challenged by social conflict that can interfere with children’s need to connect with peers. Therefore, efforts should be directed not only at mitigating the effects of social harm, but also toward ensuring social and physical landscapes that are meaningful, inclusive, and engaging for children and adolescents of all ages. Recommendations for postpandemic recovery are provided.
- OPEN ACCESSThe COVID-19 pandemic has engendered a critical moment in education. Questions of equity, engagement, and interaction have been brought into sharper focus as students’ homes became their classrooms. There is a demonstrated need for interdisciplinary thinking, enabling students to work with the resources they have at hand, and helping learners orient themselves in place and time. Defining Moments Canada/Moments Déterminant Canada, using the interdisciplinary framework of curatorial thinking, encourages students to make sense of information, more effectively create a meaningful story, and build a stronger sense of social responsibility and awareness. This framework is operationalized using the S.A.S.S. pedagogy—Selecting, Archiving, Sense-Making, and Sharing—through which students find their personal way into a research question and demonstrate their learning while considering narrative intent, evidence limitations, and their own role as a historical actor. This integrative, critical, and interdisciplinary focus is an approach to a (post)pandemic world that prioritizes creative student responsiveness to upcoming challenges.
- OPEN ACCESSThe COVID-19 pandemic has demonstrated that although learning can and sometimes does occur without teaching, on any significant scale, and especially among the most marginalized and vulnerable children, a lot of learning does not occur when children are deprived of teachers and teaching. Any questions of learning loss in the short term and learning transformations in the long run cannot therefore be addressed in any meaningful way without examining the short- and longer-term impacts of the pandemic on losses, gains, and transformations in teachers and teaching. This article analyzes actual and likely pandemic consequences of and insights deriving from remote access, digitally based interactions, and physical distancing in relation to three core characteristics of teaching and teacher quality. These are the development of “teacher expertise”, the nature of teaching as an “emotional practice” in which the well-being of students and teachers is reciprocally interrelated, and the ways in which external changes either enrich or deplete teacher’s “professional capital”, especially their “social capital”. Beyond post-pandemic narratives of educational doom on the one hand and of jubilant celebrations of bright spots and silver linings on the other, the article concludes that the future of teaching after COVID-19 will actually be complex, uncertain, and contingent on the policy decisions and professional directions that are set out in the recommendations to this report.
- OPEN ACCESSDefined as the ability to think and move quickly and easily, the importance of agility as an essential element in the move forward for leaders of schools and systems postpandemic, as a result of the impact of COVID-19 on children, is examined. The smartness of a leader’s continuous interactions with the multi-faceted features of their environment, the very nature of the ever-evolving educational landscape of today, is of tremendous value for the leadership of tomorrow. Through the prioritization of strategic objectives in balanced measure, connectivity through relationships and partnership building, proactivity for effective change management, ingenuity in the optimization of resources over time, and the cultivation of systemness throughout the organization—as aspects of agility—educational leaders have the bona fide chance of a lifetime to transform school systems in the pursuit of achievement, equity, and well-being for the benefit of all students, staff, and school communities. Additional considerations, including barriers to agility, are also addressed as are recommendations for leaders of schools and systems as they navigate the shifts in organizational terrain caused by the disruption.
- OPEN ACCESSThis article explores the “wholistic” as a central concept of “the good life” as expressed by the Bnkis, Tayal Indigenous Elders, who participated in the Day Club, Tayal territory of Northern Taiwan. In particular, we analyze the stories of care experienced by the Bnkis from the standpoint of wholistic relationships. The stories were recorded primarily between 2015 and 2018. In this analysis we used a critical qualitative design approach, privileging Tayal epistemology and informed by Tayal hermeneutics. Our results show that the concept of well-being for the Bnkis is closely linked to their relationships with people and with the land and spirituality. Through these relationships, the continuation of Gaga—Tayal law and cosmology—has been adapted organically over time. We argue that Gaga is central to Tayal Elder/Bnkis care and essential to Bnkis’ well-being. We propose that the concept of wholistic relationships embedded in the Tayal law of Gaga is vital in developing an elderly care system that is genuinely culturally relevant in the long run. This research demonstrates how the wholistic concept can improve human health and well-being, and ultimately provides an implication to sustainable development.
- OPEN ACCESSClimate variability has influenced settlement and cultural activities of human populations for millennia, and our knowledge of the context of environmental drivers of migration can be inferred using paleolimnological techniques. We present a systematic map of literature to understand the breadth of paleolimnological research that exists on environmental change and its impact on subsistence cultures. We aim to illustrate how the “push” and “pull” of climate influenced human society over the late-Holocene. A systematic search found 68 unique relevant studies that discussed topics of human settlement and migration, stressors on the environment, and (or) ecological monitoring with respect to changes in climate using paleolimnological methods. We identified three primary themes: where people live, how people live, and how people will continue to live. Most studies took place in North America, within the last decade, and had a focus on diatoms, sediment characteristics, and climate. Topics ranged from reconstructions of changes in climate, human presence, human influence on the environment, subsistence strategies, and the importance of monitoring. We demonstrate the value of paleolimnological methods in understanding the timing of events, revealing long-term ecological trends, and providing baseline conditions for effective remediation and management purposes.
- OPEN ACCESSIn response to colonial research paradigms that have subjugated Indigenous Peoples, knowledges, lands, and waters, Indigenous research methodologies have emerged to center Indigenous visions and voices in research practice. Here, we employ such methodologies to improve collective understanding of the state and future of wild Pacific salmon (Oncorhynchus spp.) and fish–people–place relationships across British Columbia’s three largest salmon-producing rivers: the Fraser, Skeena, and Nass. Through partnerships with 18 communities of “Salmon People” and semi-structured interviews with 48 knowledge holders (i.e., Elders), we learned that, on average, Elders spent more than half of a century actively engaged in salmon fishing and processing. Modern salmon catches are reported to be approximately one-sixth of what they were estimated to be five to seven decades ago, and the top five threats to salmon identified by Elders included (i) aquaculture, (ii) climate change, (iii) contaminants, (iv) industrial development, and (v) infectious diseases. Threat priorities varied regionally, reflecting distinct lived experiences and regional variation in the prevalence and impact of different threats. Elders perceived threats to salmon equally as threats to aquatic health and human well-being, with evidence that the relationships between people and water, and salmon and people, are being profoundly transformed.
- OPEN ACCESS
- Chief Adam Dick (Kwaxsistalla Wathl’thla),
- Daisy Sewid-Smith (Mayanilth),
- Kim Recalma-Clutesi (Oqwilowgwa),
- Douglas Deur (Moxmowisa), and
- N.J. Turner (Galitsimġa)
Indigenous Peoples’ lives, cultures, and values are defined largely by their long-term relationships with the lands, waters, and lifeforms of their territories. Their stories, names, ceremonies, and connections with the plants and animals on which they have depended over countless generations are cornerstones of their knowledge systems, systems of governance and decision-making, traditions of intergenerational knowledge transmission, and values and responsibilities associated with natural and human domains alike. For First Nations of North America’s Northwest Coast, as for many other Indigenous Peoples, the arrival of European newcomers disrupted both the natural world and associated cultural practices in interconnected ways. The industrial exploitation of lands and resources had wide-ranging effects: traditional land and resource appropriation; impacts on culturally significant habitats by industrial-scale fishing, logging, and mining; and discrimination and marginalization contributing to resource alienation. This paper documents some experiences of Kwakwaka’wakw and other Coastal First Nations in coping with the cultural effects of environmental loss. It highlights their concern for the ecological integrity of lands and waters formerly under their stewardship but reshaped by non-Native extractive economies, and describes how these losses have affected the cultural, social, and physical health of Kwakwaka’wakw peoples up to the present time. - OPEN ACCESSBetween 1962 and 1969, 10 tonnes of mercury were discharged from a chlor-alkali plant in Dryden, Ontario, to the English–Wabigoon River. Present-day fish mercury concentrations are amongst the highest recorded in Canada. In 2017, the Grassy Narrows Science Team found no evidence of ongoing discharges from the plant site to the river water, even though large quantities of mercury remain at the site. Instead, our data suggest that ongoing erosion of high mercury particles by the river, as it meanders through contaminated floodplains, is responsible for present-day transport of mercury to Clay Lake and to Ball Lake, located 154 km downstream. In Clay Lake, surface sediment total mercury concentrations and inflow water concentrations are still about 15 times above background (86 km downstream), and in Ball Lake mercury concentrations in sediments appeared to be still increasing. The remobilization of legacy inorganic mercury from riverbank erosion between Dryden and Clay Lake stimulates methyl mercury production there, in Clay Lake, and in Ball Lake. The large quantities of methyl mercury produced between Dryden and Clay Lake are mostly dissolved in water and are swept downstream, elevating concentrations in water and biota throughout the system. Several options for remediating the ongoing contamination are discussed.